Group 1-Eng and AP-ldm Final Output

FORM 1: LAC PROFILE
This form should be accomplished by the LAC Facilitator and its members at the first LAC
session.
REGION: NATIONAL CAPITAL REGION
LAC ID (name or number): LAC-2-001 Number of LAC members: 14
Name of LAC Facilitator: Designation/Position:

Almera M. Alkuino Head Teacher III, English Department
LAC Members
NAME Male/ DESIGNATIO DIVISION/S Contact details (email, Preferred contact

N/ POSITION mode (email,
Female mobile number) phone, Skype,
Zoom, Google
Meet, Viber, FB)
BONIFACIO, LEA Female Master Pasay 09175647932/ phone, email,

ANDREA L. Teacher II City leahandrea.bonifacio@d fb
eped.pasay.ph
OQUENDO, Pasay maurennemia.oquendo

MAURENNE MIA Female TEACHER City @deped.gov.ph fb, google
N. I 0997-609-7880 meet
Pasay 09984000066/ phone, email,

DESACULA, Female TEACHER City myra.desacula001@dep fb
MYRA M. II ed.gov.ph
DE JESUS, Female TEACHER Pasay jazper.dejesus@deped.g phone, fb,

JAZPER P. I City ov.ph/ 09186061314 email, google
meet
DAMAIR, Female TEACHER Pasay farrahjoy.damiar@deped phone, fb,

FARRAH JOY C. I City .gov.ph/ 09479887338 email, google
meet
GABION, RUEL Male TEACHER Pasay ruel.gabion@deped.gov. phone, fb,

E. I City ph/ 0945 668 1966 email, google
meet
DURAN, Male TEACHER Pasay 09276118057/giovanni.d Email,

GIOVANNI C. I City uran@deped.gov.ph facebook
messenger,
sms
ESTOPEREZ, Female TEACHER Pasay elizabeth.estoperez@dep FB, Google

ELIZABETH A. II City ed.gov.ph Meet,
09950345134 Messenger,
Phone
DUERME, MA. Female TEACHER Pasay ma.arlesienne.duermede Email/faceboo
ARLESIENNE S. I City ped.gov.ph/ k
09208677760
SANTOS, FAITH Female TEACHER Pasay faithann.santos@deped. Email,Faceboo

ANN S. I City gov.ph k messenger,
09090060308 SMS
CASTRO, Male TEACHER Pasay ej.castro@depedpasay.p Messenger, fb,

EDWARD I City h sms
JOSHUA L.
CONTILLO, GINA Female TEACHER Pasay gina.contillo@deped.go FB,Phone,emai

C. 1 City v.ph l,Messenger
FORM 2: LAC Facilitator Information Sheet
This form should be accomplished by the designated LAC Facilitator on or before the first
LAC session.
Region: NCR
Division: Pasay City
NAME: Almera M. Male/Female: Female Date of Birth: April Age: 48

Alkuino 5,1972
Contact details: Email: Mobile Number: Facebook Name:

almera.alkuino@depe 09771352075 Almira Macaranas
d.gov.ph Alkuino
Preferred contact (Indicate all: email, phone, Skype, Viber, WhatsApp, Zoom,
mode: Googlemeet, FB, Messenger, etc.) messenger, FB, phone,email
FORM 3: LAC Session Report
This form should be accomplished by the LAC Facilitator at the end of every LAC session.
LAC ID: LAC-2-001 REGION: NCR
LAC FACILITATOR: LANI M. MENDOZA LAC SESSION NO.: 1

VENUE/PLATFORM OF SESSION: Google Meet
DATE AND TIME OF SESSION: 2/8/21
Number of members present (attach attendance document): 14

Materials and resources:
___ Self-Learning Module

___ Activity sheets
___ Digital resources
___ Online resources
___ Smartphone
___ PC
___ LAC session guide
___ Others. Please specify:
_______________________________________
Part A
Please indicate the extent to which you agree with each of the following statements by
ticking the appropriate box.
(SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA = Strongly agree)
Comments / Remarks
(For example, if you disagree or
strongly disagree, please indicate
SD D N A SA why.)
MEMBER PARTICIPATION
1. All of the members came

prepared for the LAC
session
2. All of the members had an
opportunity to share and
discuss their assignment,
insights, and ideas
3. Members listened to each

other’s insights and ideas.
4. The members’ assignments

showed an understanding of
the lessons in the SLM.
5. The members demonstrated

engagement in and/or
enthusiasm for the learning
tasks during the session
(including providing feedback
on each other’s assignment).
FACILITATION
6. I managed the sharing and

discussion during the LAC
session by keeping the
discussion focused on the
lesson or topic.
7. I encouraged all the members

to actively participate in the
LAC session (i.e., for the
teachers to share their work
and ideas/ insights).
8. I provided useful feedback on

the teachers’ assignments.
Part B
Please provide the information requested.
1. The best part of the session (i.e. what went well):

- The LAC Implementation Process
2. Problems or challenges encountered and how they were resolved:
N/A
3. Other topics discussed apart from the recommended topics, if any:
N/A
4. Recommendations/Plans for next LAC session:
N/A
FORM 4: LAC ENGAGEMENT REPORT
This form should be accomplished by each LAC Member at the end of every LAC session.
NAME OF MEMBER: JAZPER P. DE JESUS LAC SESSION ID.: LAC – 2 – 001
REGION: NCR DATE OF LAC SESSION: 02-08-2021
DIVISION: PASAY NUMBER OF LAC SESSION: 1
Part A
(SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA Strongly agree)
Comments / Remarks
(For example, if you disagree
or strongly disagree, please
SD D N A SA indicate why.)
THE LAC SESSION
1. I learned a lot from my /

colleagues in this LAC session.
2. The LAC session deepened /

my understanding of the SLM
content.
3. My perspective on the topic/s /

covered has changed as a
result of the LAC session.
4. I participated actively in the /

LAC session by sharing my
assignment and insights,
asking questions, and giving
feedback on what colleagues
shared.
5. I interacted with different /

people during the LAC
session.
ACTION PLAN
6. I feel motivated to apply in /

my region/division/district
what I have learned in this
lesson.
7. I intend to apply what I have /

learned from the lesson in my
region/division/district
Part B
1. I need further clarification and/or resources on the following topics:
I am very thankful for the topic presented in the INSET Day 1 and thankful also to the
speaker for clearly discussing the topic that widened our mind to understood it.
2. I encountered the following problems or challenges: None.
3. Other comments/suggestions: None.

Part A
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.

Part B

Part A
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.

Part B

Part A
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.

Part B

NAME OF MEMBER: MAURENNE MIA N. OQUENDO LAC SESSION ID.: LAC – 2 001
Part A
ticking
the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.

Part B
I am beyond thankful that I clearly understood the topic presented this INSET Day 1.
2. I encountered the following problems or challenges:
I just noticed the limited time given to accomplish these modules, but I will do my very best
to stay calm, focus and manage my time well so that I will be able to finish the assigned
tasks as soon as I can.

Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.

Part B

Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.

Part B

Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.

Part B

Monday, February 8, 2021
NAME OF MEMBER: LAC SESSION ID.:

LEA ANDREA L. BONIFACIO (MT II) LAC-2-001
REGION: NCR DATE OF LAC SESSION:

FEBRUARY 8, 2021
Part A
Please indicate the extent to which you agree with each of the following statements by ticking
Strongly agree)
Comments / Remarks
(For example, if you
disagree or strongly
disagree, please indicate
SD D N A SA why.)
THE LAC SESSION

2. The LAC session deepened my /

understanding of the SLM
content.

covered has changed as a result
of the LAC session.
4. I participated actively in the LAC / Served as resource

session by sharing my speaker for Day 1 on
assignment and insights, asking LDM Course 1/2
questions, and giving feedback
on what colleagues shared.

people during the LAC session.
ACTION PLAN
6. I feel motivated to apply in my /
region/division/district what I
have learned in this lesson.

Part B
3. Other comments/suggestions:
Ans: More seminar/training regarding instructional coaching.
Tuesday, February 9, 2021


FEBRUARY 10,2021
Part A
Strongly agree)
Comments / Remarks
SD D N A SA why.)
THE LAC SESSION


content.

of the LAC session.
11. I participated actively in the LAC /

session by sharing my
assignment and insights, asking

ACTION PLAN

Part B

Ans: On the best practice to get effective feedback from the students and parents during DL.

Ans: How to effectively design my lesson for effective teaching-learning outcomes.
Ans: The use of data-based system to track students who weren’t able to submit/answer their
modules and use of other LDMs.
Wednesday, February 10, 2021


FEBRUARY 11,2021
Part A
Strongly agree)
Comments / Remarks
SD D N A SA why.)
THE LAC SESSION


content.

of the LAC session.


ACTION PLAN

Part B
Thursday, February 11, 2021


FEBRUARY 12, 2021
Part A
Strongly agree)
Comments / Remarks
SD D N A SA why.)
THE LAC SESSION


content.

of the LAC session.


ACTION PLAN

Part B

Ans: Easy access to Deped commons, portals etc.
NAME OF MEMBER: FARRAH JOY C. DAMIAR LAC SESSION ID.: LAC - 2 001
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.

Part B
The limited time given to finish all the activities and outputs to be submitted is the challenges
I encountered, but we teachers is flexible enough to face this. I will do my very best to finish
the task assigned.

Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.

Part B
There is a need to clarify in unpacking and combining MELCs. But as the presentation of
outputs per Department I fully understand the topics thus they presented clearly differences
of The Learning Modalities and their distinguished features.
I encountered, it very hard on our part in completing every task.

Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.

Part B
The resource speaker explained clearly all the topic being presented. I am beyond grateful
for this opportunity.
I encountered, it very challenging on our part in completing every task.

Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.

Part B
In this session there is a need to further explain the ESAT, so that I can submit a correct
output.
I encountered, it very challenging on our part in completing every task.

NAME OF MEMBER: Myra M. Desacula LAC SESSION ID.: LAC-2-001

February 10,2021
DIVISION: Pasay City NUMBER OF LAC SESSION:

3
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.

Part B

February 8,2021

1
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.

Part B

February 9,2021

2
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.

Part B

February 11,2021

4
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.

Part B
have another training on how to make e-sat not totally grasp the whole process..
NAME OF MEMBER: RUEL E. GABION LAC SESSION ID.: LAC-2001
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.

Part B

NAME OF MEMBER: RUEL E. GABION LAC SESSION ID.: LAC-2-001
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.

Part B

Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.

Part B

Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.

Part B

NAME OF MEMBER: LANI M. MENDOZA LAC SESSION ID.: LAC-2-001
REGION: NCR DATE OF LAC SESSION: 2/8/21
DIVISION: PASAY CITY NUMBER OF LAC SESSION: 1
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION
1. I learned a lot from my

2. The LAC session deepened

content.
3. My perspective on the topic/s

4. I participated actively in the

shared.
5. I interacted with different

session.
ACTION PLAN
6. I feel motivated to apply in

lesson.
7. I intend to apply what I have

Part B
N/A
N/A
N/A
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.

Part B
N/A
N/A
N/A
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.

Part B
N/A
N/A
N/A
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.

Part B
LR PORTAL
N/A
N/A
NAME OF MEMBER: FAITH ANN S. SANTOS LAC SESSION ID.: 001
REGION: NCR DATE OF LAC SESSION: 02/09 /21
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN
lesson.

Part B

I appreciate and understand the topics clearly in my own perspective.

Personally, there are times that I don’t really understand the topic at all because of some
difficulties like slow internet connection, the long span of listening, and other interruption
cause by the loudness of surroundings.
Being a teacher is not that easy but by the help of all the learnings along the way just like this
one we can accomplish all the task on at a time.
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN
lesson.

Part B

I understand everything loud and clear.

There are times that I got difficulties like slow internet connection, and other interruption
Sometimes it is hard to cope up with the new normal approach but teachers must go on.
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN
lesson.

Part B

I understand everything loud and clear.

Learning is fun when you understand everything loud and clear.
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN
lesson.

Part B

I learned a lot from this topic.

Keep up the good work teachers!
NAME OF MEMBER: ELIZABETH A. ESTOPEREZ LAC SESSION ID.: LAC – 2 - 001
REGION: NCR DATE OF LAC SESSION: FEB. 8, 2021
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION
1. I learned a lot from my / The talk made me

colleagues in this LAC session. realize why LAC is very
important.
2. The LAC session deepened / Yes, it sure did.

content.
3. My perspective on the topic/s / Yes, it made me realize

covered has changed as a that every member
result of the LAC session. must contribute in the
LAC session, to be
considered a success.
4. I participated actively in the / I love to share insights

LAC session by sharing my and ask questions for
assignment and insights, clarifications.
shared.
5. I interacted with different / Yes, I interacted with

people during the LAC different people, with
session. different personalities,
and skills but have one
common goal.
ACTION PLAN
6. I feel motivated to apply in / Yes, I feel motivated to

my region/division/district apply what I have
what I have learned in this learned and willing to
lesson. learn more based on the
first-hand experience.
7. I intend to apply what I have / Yes, I intend to apply

learned from the lesson in my what new lessons I
region/division/district learned from others.
Part B
I perceived the lesson loud and clear. No need for further clarification.

The challenge that I have encountered is just personal. I have other concerns that’s why
sometimes I am pre – occupied.
Learning Action Cells are very important. It is one way to enhance teachers’skills.
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN


Part B
I agree that reflection is important. As teachers, I believe that learning is the food of the
mind; reflection is the food of the soul.
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN


Part B
As teachers we need to be flexible. We must learn to adjust to what is expected of us.

NAME OF MEMBER: ELIZABETH A. ESTOPEREZ LAC SESSION ID.: LAC – 2 – 001
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN


Part B
If you fail to plan, you plan to fail.

NAME OF MEMBER: EDWARD JOSHUA L. CASTRO LAC SESSION ID.: LAC-2-001
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.

Part B
N/A
N/A
N/A
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.

Part B
N/A
N/A
N/A
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.

Part B
N/A
N/A
N/A
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.

Part B
N/A
N/A
N/A
NAME OF MEMBER: GIOVANNI C. DURAN LAC SESSION ID.: LAC-2-001
REGION: NATIONAL CAPITAL REGION DATE OF LAC SESSION: FEBRUARY 8, 2021
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION
1. I learned a lot from my ✓


my understanding of the SLM ✓
content.

covered has changed as a ✓

asking questions, and giving ✓
shared.
people during the LAC ✓
session.
ACTION PLAN

what I have learned in this ✓
lesson.

learned from the lesson in my ✓
Part B
• none

• Time constraint is the primary challenge in day 1 of inset as it was only carried out on
the afternoon due to the orientation the entire morning. Accomplishing the outputs
was a bit of a challenge because of the limited time.
• none
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION

2. The LAC session deepened ✓

content.


shared.
session.
ACTION PLAN

lesson.

Part B
• none

• None
• none
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.
3. My perspective on the topic/s ✓

4. I participated actively in the ✓

shared.
5. I interacted with different ✓
session.
ACTION PLAN

lesson.

Part B
• none

• None
• none
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

my region/division/district ✓
lesson.

Part B
• none

• During the morning session, there a number of laggard occurrences. Some time the
audio would cut off and the presentation would get stuck. Such really affected how
the session has been carried out. The challenge was quite understandable though as
the internet was really intermittent during the session.
• none
NAME OF MEMBER: Gina C. Contillo LAC SESSION ID.: LAC-2-001
REGION: NCR DATE OF LAC SESSION: February

8,2020
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION

/

my understanding of the SLM /
content.

covered has changed as a /

/
shared.

session. /
ACTION PLAN

/
lesson.

learned from the lesson in my /
Part B

No further clarification needed for today’s topic.

Slow internet connection and some noise from the place I am at.
I appreciated the topic today for I was able to find out why there should always be a
LAC session.

9,2020
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION

/

content.


/
shared.

session. /
ACTION PLAN

/
lesson.

Part B


I had an opportunity to unpack a learning competency under MELCS which I guess an
additional learning for today.

10,2020
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION

/

content.


/
shared.

session. /
ACTION PLAN

/
lesson.

Part B



11,2020
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION

/

content.


/
shared.

session. /
ACTION PLAN

/
lesson.

Part B


Ample time should’ve been given to teachers to digest all the information given from
this seminar with clear and definite instructions.
NAME OF MEMBER: MA. ARLESIENNE S. DUERME LAC SESSION ID.: LAC 2- 001
REGION: NCR DATE OF LAC SESSION: February 8,

2021
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.

Part B

It was a bit of information overload for me because some terms are unfamiliar to me.
Thank you for the information! Relearning all these things make me feel overwhelmed, but
with the guidance of my LAC Leader and Department Head, plus all the supportive teachers
and admin, I know that my teaching career will be off to a good start.

2021
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.

Part B

I may be needing one on one coaching on the MELC’s and how to configure them with the
current modular approach, but I know that I will have my Dept Head’s support on this.
No further comment. Just want to say thanks!

2021
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.
7. I intend to apply what I have / The topic has provided

learned from the lesson in my me with a lot of
region/division/district information and has
inspired me to be more
effective since students
need their teachers
more this time of crisis.
Part B

• None, the Resource Speaker, Ms. Kath Naldoza provided a very comprehensive talk
regarding the topic about designing lessons in the different ldm’s. Kudos!
• None.
No further comment. Just want to say thanks!

2021
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.

Part B

• None

• None
• None
Republic of the Philippines
Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OF PASAY CITY
PASAY CITY NORTH HIGH SCHOOL
Name of Teacher GIOVANNI C. DURAN
Position Teacher I
Session Topic MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES
ACTIVITIES FOR LDM2-MODULE 2: MOST ESSENTIAL LEARNING

COMPETENCIES
LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF
MELCS
By the end of this lesson, you should be able to familiarize yourself with the background,
rationale, and development of MELCs. In this session, you will be able to:
1. identify the background and basic process of the identification and development of the
MELCs
2. make sense of the function of MELCs as an educational response to a global health crisis
3. appreciate the MELCs as support for teachers during this time
Key Topics/Concepts
curriculum standards; essential learning competencies; desirable learning competencies;
enduring knowledge
Resources Required
 Development and Design of MELCs
 Your learning area’s original K-12 Curriculum Guide and corresponding list of
MELCs
 Study Notebook
Address: Lerma Street, Barangay 128, Pasay City

Telephone Numbers: 8-804-9985 / 8-810-7535
E-mail Address: 305363@deped.gov.ph
ACTIVITY 1. Answer the following reflective questions in your Study Notebook:
1. The closure of schools around the world due to the global pandemic posed serious
challenges on the delivery of quality basic education. As a teacher, what do you think
are the fundamental concerns in terms of curriculum standards that need to be
addressed in order to ensure learning continuity? Cite a specific example. Do you think
these concerns could be solved by teachers alone? Why or why not?
Answer: Because of the paradigm shift of education from face-to-face learning to
distance learning, I believe the fundamental concerns that need to be addressed are
the following: learner’s mental and financial readiness for the change in learning
modality; learning competencies; assessment of student learning; and evaluation of
student year-round academic performance. These concerns cannot be solved by
teachers alone. The entire DepED community must convene together to ensure that
there is learning continuity not for the sake of complying to the law but for the greater
good of the nation.
2. Even prior to the spread of COVID-19 that eventually led to the closure of schools
nationwide, the congested curriculum has been a perennial problem of teachers
(Andaya, 2018). This is perceived to be one of the hindering factors on the poor
performance of Filipino learners. Do you agree with this observation? Why or why
not?
Answer: The DepED curriculum has gone a long way in terms of its version and form.
Since curriculum is not confined with the written curriculum, I certainly believe that
more than the curriculum being congested, poor performance of Filipino learners
primarily arises because of poor curriculum implementation by educators. Many
educators fail to embrace the advent of technology and still rely on traditional teaching
strategies. This is an example of preparing the learners to do well in school but poor
in the real field.

ACTIVITY 2.
Familiarize yourself with the course reading on the Development and Design of the MELCs.
After going through the document, provide a brief and concise response to the following guide
questions. Write your answers in your Study Notebook.
1. What are the general and specific purposes of the development of MELCs?
The release of the MELCs is not just a response to addressing the challenges of
the current pandemic but is also part of the Department’s long-term response to the
call of SDG4 to develop resilient education systems, most especially during
emergencies.
The MELCs can be used as a mechanism to ensure education continuity in terms

of curriculum. MELCs serve as one of the guides for teachers as they address the
instructional needs of learners while ensuring that curriculum standards are
maintained and achieved. Furthermore, the MELCs intend to assist schools in
navigating the limited number of school days as they employ multiple delivery schemes
by providing them ample instructional space.
2. How does curriculum review aid in the identification of essential learning
competencies?
The review includes the following:
• mapping of the essential and desirable learning competencies within the
curriculum;
• identification of prerequisite knowledge and skills needed to prepare
students for essential learning competencies; and
• analysis of the interconnectedness of prerequisite knowledge and skills
among the learning competencies for each subject area.
3. What is the difference between essential learning competencies and desirable

learning competencies?
Essential learning competencies were defined as what the students need,
considered indispensable, in the teaching-learning process to build skills to equip
learners for subsequent grade levels and consequently, for lifelong learning. While
desirable learning competencies were defined as what may enhance education but may
not be necessary in building foundational skills.

4. How were the most essential learning competencies identified? What were the
decisions made in order to trim down the number of the essential learning
competencies further?
Learning competency is retained if it satisfies the endurance criterion which
greatly contributes to life-long learning and is a prerequisite skill to the next grade
level. Two or more learning competencies are merged or clustered if they have the same
objective or learning intention and can therefore be combined into one comprehensive
learning competency. However, learning competencies are removed/dropped due to the
following reasons:
• they are too specific (and the articulation is similar to that of a learning
objective);
• they are deemed appropriate to be introduced in an earlier quarter or grade
level or moved to a later quarter or grade level;
• they are recurring; and
• they are subsumed in another learning competency
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
MELCs serve as one of the guides for teachers as they address the instructional needs
of learners while ensuring that curriculum standards are maintained and achieved. It
also assists schools in navigating the limited number of school days as they employ
multiple delivery schemes by providing them ample instructional space.

ACTIVITY 3.
Prepare a copy of your learning area’s original K-12 Curriculum Guide and corresponding
list of MELCs.
MERGED, RETAINED and DROPPED COMPETENCIES IN MEDIA AND INFORMATION

LITERACY
FIRST QUARTER
K to 12 Learning Competencies MELCs
Editorializes the value of being Discusses responsible use of

a media and information media and information
literate individual
Merged/Clustered Identifies characteristics/

describes a responsible uses
and competent producers of
media and information
MIL11/12IMIL-IIIa-3
Describes how communication Describes how communication

is influenced by media and is influenced by media and
Retained information MIL11/12IMIL-IIIa- information
1
Interviews an elder from the N/A

community regarding
Dropped indigenous media and
information resource
MIL11/12MIS-IIIe14

ACTIVITY 4.
In your LAC Session, discuss and share your answers to Activities 1-3 in this lesson. Discuss
any questions about the MELCs that need clarification as well. Share your thoughts and let
your co-teachers articulate their insights regarding your questions. Jot down all the insights
shared in the discussion, including your own, in your Study Notebook.
LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING

OBJECTIVES
In this session, you will familiarize yourself with unpacking and combining MELCs into Learning
Objectives. By the end of this lesson, you will be able to:
1. understand the vital considerations in unpacking and combining MELCs
2. unpack and combine sample MELCs
3. affirm that unpacking and combining MELCs provide curricular flexibilities to field
implementers
Key Topics/Concepts
unpack; curriculum standards; essential learning competencies; content standards; performance
standards
Resources Required
 Unpacking and Combining the MELCs
 Your learning area’s original K-12 Curriculum Guide and corresponding list of MELCs 3
Study Notebook

ACTIVITY 1.
Familiarize yourself with the course reading on Unpacking and Combining the MELCs. After
reading the document, provide a brief and concise response to the following guide questions in
your Study Notebook:
1. What is the importance of unpacking and combining the MELCs?

We should invest time in unpacking MELCs because it helps to stimulate student
interest and helps them to make a connection to whatever is being taught. We should
invest in it because it also identifies what students need to know and what they need to
do. As a teacher, unpacking MELCs helps us to be able to determine which concept to
use in the classroom. It helps us to target the different concepts such as content
knowledge, reasoning and cognitive areas, and skill performance of the student. By
unpacking, it shows teachers how students learn and discover through this learning
process. I know as a teacher, by investing in unpacking MELCs, it has taught me to
plan better for my class when I do my lesson plans. Therefore, these are some of the
reasons I feel that we should invest in unpacking grade MELCs.
2. What considerations must be taken in unpacking and combining the MELCs? Explain
each.
• Alignment on the Content and Performance Standards - The MELCs are not a
departure from the standards-based design, which is one of the main features
of the K to 12 Curriculum.
• Prerequisite knowledge and skills - It is worth noting that the identified MELCs
cater to higher-order cognitive demands. As such, lower cognitive demand
may be considered first in creating learning objectives. This ensures that
prerequisite knowledge and skills that would enable the achievement of
MELCs, and eventually the content and performance standards, are
addressed.
• Logical sequence of learning objectives - Since the intention of unpacking the
MELCs is to provide systematic learning experiences for learners, it is
incumbent that the unpacked learning objectives follow a logical sequence.

3. Do all the MELCs need to be unpacked or combined? Why or why not?

It depends on whether the MELC is already specific enough for the learner to
understand and actualize. MELCS require unpacking when their competency levels
require prerequisite skills to be fully attained.
ACTIVITY 2.
1. Form a group of four members within your LAC, preferably with fellow teachers in
your respective learning area.
2. Using the curriculum guide and a list of the MELCs, choose MELCs in the first
quarter and unpack these into learning objectives.
3. Each team will present their unpacked learning objectives. Discussion and processing
will follow each presentation. Suggestions and insights from each group will be
considered in enhancing the learning objectives.
Repeat the above process but instead of unpacking, each team will now combine at least two
MELCs of their choice. Group deliberation will be observed in order to arrive at a consensus.
Discuss and jot down the synthesis of the presentations in your Study Notebook.
ACTIVITY 3.
Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your
outputs.

Position Teacher I
LAC Session Topic Most Essential Learning Competencies
Learning Area English 10
Unpacking the MELCs

MELC Sample Learning Objectives
Identify the elements of public speaking
needed to effectively engage in meaningful
communication
Evaluate spoken texts using the given
criteria e.g. fluency, tone, cohesion, Describe helpful techniques in effective public
correctness speaking
(EN10WC-Ii-12) Employ speaking techniques in panel
discussion
Employ the techniques in public speaking to

convey ideas

MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)
ELIZABETH A. ESTOPEREZ

1. The closure of schools around the world due to the global pandemic posed serious challenges on
the delivery of quality basic education. As a teacher, what do you think are the fundamental concerns
in terms of curriculum standards that need to be addressed in order to ensure learning continuity?
Cite a specific example. Do you think these concerns could be solved by teachers alone? Why or
why not?
---The fundamental concern that need to be addressed is how can my students really grasp and
understand the learning competencies on their own since the mode of learning is more on modular.
Though the decided mode of learning is blended: modular and online classes, but very few are
attending the online classes. This problem is not only teachers’ concern but also of the parents, and
the whole community.
2. Even prior to the spread of COVID-19 that eventually led to the closure of schools nationwide, the
congested curriculum has been a perennial problem of teachers (Andaya, 2018). This is perceived to
be one of the hindering factors on the poor performance of Filipino learners. Do you agree with this
observation? Why or why not?
---Yes, I believe that congested curriculum has been a problem for teachers even prior to the situation
we are in now. For teachers, sometimes we have to face the issue of quantity versus quality. For the
students, some do not have the heart for the learning and application, while others do not think of
their better future yet.
ACTIVITY 2. Familiarize yourself with the course reading on the Development and Design of the
MELCs. After going through the document, provide a brief and concise response to the following
guide questions. Write your answers in your Study Notebook.
-- The general aim of MELCs is to focus on the most essential skills which every student must learn
and apply in everyday living and to uphold basic quality education.
2. How does curriculum review aid in the identification of essential learning competencies?
-- It will give the teachers the feeling of belongingness in taking responsibility to reconsider which are
most essential learning competencies.
3. What is the difference between essential learning competencies and desirable learning
competencies?
-- Essential learning competencies are lessons that can be applied even after school. The test is how
it is being used outside the classroom setting. Desirable learning competencies can improve
education but may not necessarily develop lifelong skills.
4. How were the most essential learning competencies identified? What were the decisions made in
order to trim down the number of the essential learning competencies further?
--The essential learning competencies were reviewed. For lessons that are definitely important, these
were retained. For lessons that have similar objectives, these were merged. For lessons that are not
really necessary, these were dropped.
-- MELCs is the guide for teachers to deliver quality instructions and to ensure that students are
equipped with lifelong learnings.
LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES
ACTIVITY 1. Familiarize yourself with the course reading on Unpacking and Combining the MELCs. After
reading the document, provide a brief and concise response to the following guide questions in your Study
Notebook:
--- Unpacking is important for teachers and students to know the skills that must be developed and the
content that students must learn.
each.
Retained – Meets the criterion of strength, contributes to the lifelong learning process and is a pre –
requisite skill.
Merged – Two ormore learning skills which have the same goals or objectives.
Dropped- The learning competency is too specific and can be covered in other higher order objectives.
Yes. All MELCS should be unpacked to see if the objectives are suitable for the learners.
ACTIVITY 2.
1. Form a group of four members within your LAC, preferably with fellow teachers in your respective
learning area.
2. Using the curriculum guide and a list of the MELCs, choose MELCs in the first quarter and unpack these
into learning objectives.
3. Each team will present their unpacked learning objectives. Discussion and processing will follow each
presentation. Suggestions and insights from each group will be considered in enhancing the learning
objectives.
MELCS SKILLS CONTENT
Get information from Get information Print Media
various print media like - Analyze information given - Define print media
brochures and in a print media.
pamphlets
LEA ANDREA L. BONIFACIO Tuesday, February 9, 2021

MT II (AP Group) (Day 2-INSET)
Lesson 2- UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES
Activity 1
Ans: It is important to unpack and combine the MELCS to systematize learning activities and
effectively address the varying needs of learners and the challenges of instructional
deliveries. It helps to identify what students are supposed to be able to do once they have
learned the standards. It will also aid the teacher to better understand what are students are
expected to know at each grade level and will allow teachers to develop appropriate lessons
targeting the grade level standard. This “unpacking” is also known as
“unwrapping” or “deconstructing” standards, which foster a collaborative dialogue that
supports growth and effectiveness.
2. What considerations must be taken in unpacking and combining the MELCs?

Explain each.
Ans. In unpacking MELCs we must consider the following:
1. Alignment on the Content and Performance Standards- The MELCS are not departure
from the standard-based design. We must consider this to achieve a quality teaching output.
2. Prerequisite knowledge and skills - curriculum objective must be structured. Mastering
fundamental knowledge is a must before going to the other level of learning.
3. Logical sequence of learning objectives - We cannot give a better learning ideas to our
students if our objective is not logical in sequence. By logical sequence, we also mean a
sequence that have been designed to be executed one after the other. Planning what are the
most important objective is key frame in achieving better understanding of our learners.

Ans: Yes it needs to be unpacked or to be combined for easy access and determine the topics.
The teacher may unpacked or combined the MELCS depends on sequence of the lesson, the
progress and needs of learners as long as the content and standard will be achieved.
Activity 2
1. Form a group of four members within your LAC, preferably with fellow teachers in your
respective learning area.

2. Using the curriculum guide and a list of the MELCs, choose MELCs in the first quarter
and unpack these into learning objectives.
3. Each team will present their unpacked learning objectives.
Discussion and processing will follow each presentation. Suggestions and insights from each
group will be considered in enhancing the learning objectives
Unpacking MELCS Sample
Sample MELCs Learning Objectives

Analyze the concept, aspects and changes in/of 1. articulate observations on human
culture and society cultural variation, social differences,
(Week 2) social change, and political identities
UCSP11/12SPUIa-1
2. demonstrate curiosity and an openness
to explore the origins and dynamics of
culture and society, and political
identities UCSP11/12SPUIa-2
Combining MELCS Sample
Quarter Content Standard Performance MELCs

Standard
1st 2. the significance 2. adopt an open and - Analyze the
of studying critical concept, aspects
culture, society, attitude toward and changes in/of
and politics different culture and society
social, political, and
-Explain the
cultural
importance of
phenomena through cultural relativism
observation and in attaining cultural
reflection understanding
Activity 3

Submit your Activity 2 output to your LAC leader. Make sure to keep a copy of your outputs.
Reflection
I gained insight and perspective into why and how standards must be unpacked. Through
the process 0f identifying nouns and verbs in a standard educators will be able to author
learning targets that targets that focus on student content and skill acquisition.

PASAY CITY NORTH HIGH SCHOOL – M. DELA CRUZ
Ènclosure No. 3 to
NAME OF TEACHER LANI M. MENDOZA

POSITION Teacher III/TIC-AP Department
DATE DAY 1- FEBRUARY 8, 2021
MODULE 2 MOST ESSENTIAL LEARNING COMPETENCIES
(MELCs)
ACTIVITY 3
Prepare a copy of your learning area’s original K-12 Curriculum Guide and corresponding list of MELCs. Go to
the sections of the curriculum guide and MELCs that are relevant to your instructional needs. Copy and
accomplish the following table in your Study Notebook and compare the two documents to determine which
learning competencies were retained, dropped, or merged.
MERGED, RETAINED and DROPPED COMPETENCIES IN
Content K to 12 Learning MELCs

Competencies
Merged/ *Nasusuri ang kondisyong Naiuugnay ang heograpiya sa
Clustered heograpiko sa panahon ng pagbuo at pag-unlad ng mga
mga unang tao sa daigdig sinaunang kabihasnan sa
(AP8HSK-Ie-4) daigdig
*Naipaliliwanag ang uri ng AP8HSK-Ig-6

pamumuhay ng mga unang
tao sa daigdig
( AP8HSK-Ie-5)
Retained Nasusuri ang yugto ng pag- Nasusuri ang yugto ng pag-
unlad ng kultura sa panahong unlad ng kultura sa panahong
prehistoriko prehistoriko
AP8HSK-If-6 AP8HSK-If-6
Dropped Nasusuri ang pag-usbong ng

mga sinaunang kabihasnan sa
daigdig: pinagmulan, batayan
at katangian
Address: Lerma Street, Pasay City

Telephone Number: 8804-9985; 8810-7535
E-mail Address: pcnhsmdc@gmail.com/pcnhsmdelacruz.depedpasay.ph
Republicof theP hilippines
Name of Teacher FAITH ANN S. SANTOS

Position Teacher I
Session Topic Module 2 - MOST ESSENTIAL LEARNING COMPETENCIES
ACTIVITIES FOR LDM2-MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES

LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS
MELCs
Key Topics/Concepts
enduring knowledge
Resources Required
3 Development and Design of MELCs
3 Your learning area’s original K-12 Curriculum Guide and corresponding list of
MELCs
3 Study Notebook
LDM2: Learning Delivery Modalities Course for Teachers 7

challenges on the delivery of quality basic education. As a teacher, what do you think are the
fundamental concerns in terms of curriculum standards that need to be addressed in order
to ensure learning continuity? Cite a specific example. Do you think these concerns could be
solved by teachers alone? Why or why not?
Since we are now in the state of the global pandemic, the basic and common concerns
of teachers in terms of curriculum standards are the appropriateness of the competencies that
students must reach throughout the learning process and of course, the means of proper
distribution and availability of materials that complements the curriculum standards. Since
DepEd already responded with this concern by introducing MELCs so that teachers will not
struggle too with teaching the learners with the most essential competencies that they need
to learn.
nationwide, the congested curriculum has been a perennial problem of teachers (Andaya,
2018). This is perceived to be one of the hindering factors on the poor performance of
Filipino learners. Do you agree with this observation? Why or why not?
The issue is the proper dissemination or implementation of the curriculum.
8 Module 2: Most Essential Learning Competencies (MELCs)

ACTIVITY 2.
Familiarize yourself with the course reading on the Development and Design of the MELCs. After
going through the document, provide a brief and concise response to the following guide questions.
Write your answers in your Study Notebook.
The specific purpose of MELC is to address the challenges brought to us by the global
pandemic, for us to continue to help the students to learn while they are at home.
The review focused on articulation within and across learning areas and grade levels, which
led to the identification of gaps, issues, and concerns. Moreover, areas for improvement that
would enhance the learning engagement, experience, and outcomes were identified and
consequent solutions were recommended.
The review includes the following:

 mapping of the essential and desirable learning competencies within the curriculum;
 identification of prerequisite knowledge and skills needed to prepare students for
essential learning competencies; and
 analysis of the interconnectedness of prerequisite knowledge and skills among the
learning competencies for each subject area.
3. What is the difference between essential learning competencies and desirable learning
competencies?
Essential learning competencies were defined as what the students need in the
teaching-learning process to build skills to equip learners for subsequent grade levels and
consequently, for lifelong learning. While desirable learning competencies were defined as
what may enhance education but may not be necessary in building foundational skills.
4. How were the most essential learning competencies identified? What were the decisions
made in order to trim down the number of the essential learning competencies further?
Learning competency is retained if it satisfies the endurance criterion which greatly

contributes to life-long learning and is a prerequisite skill to the next grade level. Two or more
learning competencies are merged or clustered if they have the same objective or learning

intention and can therefore be combined into one comprehensive learning competency.
However, learning competencies are removed/dropped due to the following reasons:
 they are too specific (and the articulation is similar to that of a learning objective);
 they are deemed appropriate to be introduced in an earlier quarter or grade level or
moved to a later quarter or grade level;
 they are recurring; and
 they are subsumed in another learning competency.
MELCs serve as one of the guides for teachers as they address the instructional needs
of learners while ensuring that curriculum standards are maintained and achieved. It also
assists schools in navigating the limited number of school days as they employ multiple
delivery schemes by providing them ample instructional space.

ACTIVITY 3.
Prepare a copy of your learning area’s original K-12 Curriculum Guide and corresponding list of
MELCs.
Go to the sections of the curriculum guide and MELCs that are relevant to your instructional needs.
Copy and accomplish the following table in your Study Notebook and compare the two documents
to determine which learning competencies were retained, dropped, or merged.
MERGED, RETAINED and DROPPED COMPETENCIES IN MEDIA AND INFORMATION LITERACY
FIRST QUARTER
K to 12 Learning Competencies MELCs
Merged/Clustered 1. Define Social Sciences 1. Differentiate the nature

as the study of society and functions of Social
Science disciplines with
2. distinguish Social and
the natural sciences and
Natural Sciences and humanities
Humanities
3. compare and contrast
the various Social
Science disciplines and
their fields, main areas
of inquiry, and methods
Dominant Approaches in Social
Sciences
1. Structural- 2. Apply the major social
science theories and its
Functionalism 1.1.
importance in examining
Structuralism 1.2. socio-cultural, economic,
determine manifest and and political conditions.
latent functions and a. Structural-functionalism
dysfunctions of b. Marxism
c. Symbolic Interactionism
sociocultural
phenomena
2. Marxism analyze social

inequalities in terms of
class conflict
3. Symbolic Interactionism
appraise the meanings
that people attach to
everyday forms of
interaction in order to
explain social behavior
Trace the historical foundations Explain the major events and its
and social contexts that led to contribution that led to the
Retained the development of each emergence of the social science
discipline (Reword/Rephrase) disciplines
N/A
Dropped
ACTIVITY 4.
In your LAC Session, discuss and share your answers to Activities 1-3 in this lesson. Discuss any
questions about the MELCs that need clarification as well. Share your thoughts and let your co-
teachers articulate their insights regarding your questions. Jot down all the insights shared in the
discussion, including your own, in your Study Notebook.

implementers
Key Topics/Concepts
standards
Resources Required
3 Unpacking and Combining the MELCs
3 Your learning area’s original K-12 Curriculum Guide and corresponding list of MELCs 
Study Notebook
ACTIVITY 1.
Familiarize yourself with the course reading on Unpacking and Combining the MELCs. After reading
the document, provide a brief and concise response to the following guide questions in your Study
Notebook:
The importance of unpacking MELCs intends to make sense that the essential
competencies will still be acquired by the learners, it also provide and deliver quality
instruction despite the ongoing pandemic.
2. What considerations must be taken in unpacking and combining the MELCs? Explain each.

 Alignment on the Content and Performance Standards - The MELCs are not a departure
from the standards-based design, which is one of the main features of the K to 12
Curriculum.
 Prerequisite knowledge and skills - It is worth noting that the identified MELCs cater to
higher-order cognitive demands. As such, lower cognitive demand may be considered first
in creating learning objectives. This ensures that prerequisite knowledge and skills that
would enable the achievement of MELCs, and eventually the content and performance
standards, are addressed.
 Logical sequence of learning objectives - Since the intention of unpacking the MELCs is to
provide systematic learning experiences for learners, it is incumbent that the unpacked
learning objectives follow a logical sequence.
Yes, to make it more specific and contextualized.
ACTIVITY 2.
1. Form a group of four members within your LAC, preferably with fellow teachers in your
respective learning area.
2. Using the curriculum guide and a list of the MELCs, choose MELCs in the first quarter and
unpack these into learning objectives.
3. Each team will present their unpacked learning objectives. Discussion and processing will
follow each presentation. Suggestions and insights from each group will be considered in
enhancing the learning objectives.
Repeat the above process but instead of unpacking, each team will now combine at least two MELCs
of their choice. Group deliberation will be observed in order to arrive at a consensus. Discuss and jot
down the synthesis of the presentations in your Study Notebook.
ACTIVITY 3.
Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your outputs.

MERGED, RETAINED and DROPPED COMPETENCIES IN ARALING PANLIPUNAN 7

FIRST QUARTER

Competencies
Merged/ *Napapahalagahan ang *Nasusuri ang
Clustered yamang tao ng Asya komposisyon ng
populasyon at
AP7HAS-Ih1.8 kahalagahan ng yamang-
tao sa Asya sa
*Nasusuri ang kaugnayan pagpapaunlad ng
ng yamang-tao ng mga kabuhayan at lipunan sa
bansa ng Asya sa kasalukuyang panahon
pagpapaunlad ng
kabuhayan at lipunan sa AP7HAS-Ii1.9
kasalukuyang panahon
batay sa:
10.1 dami ng tao
10.2 komposisyon ayon sa
gulang,
10.3 inaasahang haba ng
buhay,
10.4 kasarian,
10.5 bilis ng paglaki ng
populasyon,
10.6 uri ng hanapbuhay,
10.7 bilang ng may
hanapbuhay,
10.8 kita ng bawat tao, 10.9
bahagdan ng marunong
bumasa at sumulat, at
10.10 migrasyon
AP7HAS-Ii1.9
Retained Naipapaliwanag ang Naipapaliwanag ang
komposisyon ng komposisyon ng
populasyon at populasyon at
kahalagahan ng yamang kahalagahan ng
tao sa pagpapaunlad ng yamang tao sa
kabuhayan at lipunan pagpapaunlad ng
kasalukuyang panahon kabuhayan at lipunan
kasalukuyang panahon

Dropped N/A N/A

NAME RUEL E. GABION

POSITION TEACHER I
SUBJECT AREA ARALING PANLIPUNAN 9
OUTPUT LDM-2-MODULE-2

FIRST QUARTER

Competencies
Merged/ Naibibigay ang kahulugan *Natatalakay ang mga
Clustered ng produksyon salik ng produksyon at
ang implikasyon nito sa
AP9MKE-Ii19 pang-araw- araw na
pamumuhay
Napahahalagahan ang mga
salik ng produksyon at ang
implikasyon nito sa
pangaraw- araw na
pamumuhay
AP9MKE-Ii19
Retained Nailalapat ang kahulugan Nailalapat ang
ng ekonomiks sa pang- kahulugan ng
araw-araw na ekonomiks sa pang
pamumuhay bilang isang -araw- araw na
mag-aaral, at kasapi ng pamumuhay bilang
pamilya at lipunan isang mag-aaral, at
kasapi ng pamilya
AP9MKE-Ia-1 at lipunan
AP9MKE-Ia-1
Dropped N/A N/A

\
Name of Teacher MAURENNE MIA N. OQUENDO

Position Teacher I
Session Topic Module 2: Most Essential Learning Competencies (MELCs)
LDM 2 | MODULE 2 | LESSON 1 OUTPUTS

ARALING PANLIPUNAN 9
K to 12 Learning MELCs
Competencies
Merged/Clustered 3. Naipakikita ang ugnayan ng Natataya ang kahalagahan ng

kakapusan sa pang-araw araw na ekonomiks sa pang-araw-
pamumuhay araw na pamumuhay ng
AP9MKE-Ia-3 bawat pamilya at ng lipunan
4. Natutukoy ang mga palatandaan ng Week 2-3
kakapusan sa pang-araw-araw na buhay.
AP9MKE-Ib-4
5. Nakakabuo ang konklusyon na ang
kakapusan ay isang pangunahing
suliraning panlipunan
AP9MKE-Ib-5
6. Nakapagmumungkahi ng mga paraan
upang malabanan ang kakapusan
AP9MKE-Ic-6
Retained 1. Nailalapat ang kahulugan ng Nailalapat ang kahulugan ng
ekonomiks sa pang-araw-araw na ekonomiks sa pang-araw-
pamumuhay bilang isang mag-aaral, at araw na pamumuhay bilang
kasapi ng pamilya at lipunan isang mag-aaral, at kasapi ng
AP9MKE-Ia-1 pamilya at lipunan.
Week 1
Dropped Nasusuri ang mga tungkulin
ng iba’t- ibang organisasyon
ng negosyo
AP9MKE-Ij20

LDM 2 | MODULE 2 | OUTPUTS
Name of Teacher GINA C. CONTILLO
Position Teacher I
Unpacking the MELCs

List words and expressions that reflects local

culture.
Determine the meaning of words and
expressions that reflect the local Recognize the types of context clues.
culture by noting context clues
Use the types of context clues in unlocking
the meaning of words and expressions.
MERGED, RETAINED and DROPPED COMPETENCIES IN ENGLISH 7

FIRST QUARTER

Competencies
Merged/ Clustered • EN7RC-I-a-7: Use Use the appropriate
the appropriate reading strategies to
reading style meet one’s purpose
(scanning, (scanning,
skimming, speed skimming, speed
reading, intensive
reading, intensive
reading etc.) for
reading etc.)
one’s purpose

• EN7SS-I-a-1.5.2:
Scan for specific
information
• EN7SS-I-b-1.5.1:
Skim for major
ideas using
headings as guide
• EN7RC-I-d-7.1:
Read intensively to
find answers to
specific questions
Retained EN7G-II-a-1: Use Use phrases, clauses,

phrases, clauses, and and sentences
sentences appropriately and
appropriately and meaningfully
meaningfully
Dropped EN7WC-I-c-4.2:
Differentiate literary
writing from
academic writing

Name of Teacher JAZPER P. DE JESUS

Position Teacher I
Session Topic Module 2: Most Essential Learning Competencies (MELCs)

ARALING PANLIPUNAN 8
Competencies
Merged/ Clustered • Nasusuri ang kondisyong • Nasusuri ang yugto ng

heograpiko sa panahon pag-unlad ng kultura sa
ng mga unang tao sa panahong prehistoriko
daigdig
AP8HSK-Ie-4 WEEK 4
• Naipaliliwanag ang uri ng
pamumuhay ng mga
unang tao sa daigdig
AP8HSK-Ie-5
• Nasusuri ang yugto ng
pag-unlad ng kultura sa
panahong prehistoriko
AP8HSK-If-6
Retained • Napahahalagahan ang • Napahahalagahan ang
natatanging kultura ng natatanging kultura ng
mga rehiyon, bansa at mga rehiyon, bansa at
mamamayan sa daigdig mamamayan sa daigdig
(lahi, pangkat- (lahi, pangkat-
etnolingguwistiko, at etnolingguwistiko, at
relihiyon sa daigdig) relihiyon sa daigdig)
AP8HSK-Ie-5
WEEK 2-3
Dropped • N/A • N/A


FIRST QUARTER

Competencies
Merged/ Clustered  Naipaliliwanag Nasusuri ang
ang konsepto ng kahulugan at
Kontemporaryung kahalagahan ng pag-
Isyu aaral ng
(IP10IPE-Ia-1) Kontemporaryung
 Nasusuri ang Isyu
kahalagahan ng
pagiging mulat sa
mga
kontemporaryung
Isyu sa lipunan at
daigdig
(IP10IPE-Ia-2)
Retained Natutukoy ang mga Natutukoy ang mga
paghahandang nararapat paghahandang
gawin sa harap ng nararapat gawin sa
panganib na dulot ng harap ng panganib
mga suliraning na dulot ng mga
pangkapaligiran suliraning
(AP10IPE-Ib-5) pangkapaligiran
(AP10IPE-Ib-5)
Dropped Naiuugnay ang gawain at
desisyon ng tao sa
pagkakaroon ng
kalamidad.
(IP10IPE-Ib-4)

Name Edward Joshua L. Castro

Position Teacher I
MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES

(MELCs)
challenges on the delivery of quality basic education. As a teacher, what do you think are
the fundamental concerns in terms of curriculum standards that need to be addressed in
order to ensure learning continuity? Cite a specific example. Do you think these concerns
could be solved by teachers alone? Why or why not?
With the global pandemic we have been experiencing since last year, one
of the fundamental concerns in terms of curriculum standards that needs to be addressed in
order to ensure learning continuity is the adaptation of the new normal learning by means of
having different modalities of learning like offline modular, online modular or the blended
offline/online modular wherein the teachers and students will continue the teaching-learning
process using distance learning.
Yes, I strongly agree that we have a congested curriculum that has been an existing problem
with the teaching force that’s why we have poor or low-level performance of Filipino
learners. I have been teaching for almost twenty years now and DepEd has developed, laid
and adapted several curriculums for the purpose of achieving higher standard of education
or what we call “quality education” to produce a globally competitive learner but, still we
cannot achieve that target goal due to the fact that we have congested curriculum. There are
so much learning competencies to achieve with a short limited time allotment…that that is
why we have such kind of learners.

ACTIVITY 2
Familiarize yourself with the course reading on the Development and Design of the MELCs.
After going through the document, provide a brief and concise response to the following guide
questions. Write your answers in your Study Notebook.
General Purpose:
The general purpose of MELCs is to address the instructional needs of
learners and at the same time to ensure that the curriculum standards are met and
achieved by means of sustaining the delivery of quality, accessible, relevant, and
liberating Philippine basic education service (DepEd, 2020) and develop resilient
education systems, most especially during emergencies.
Specific Purpose:
The specific purpose of the MELCs is to produce holistic Filipino
learners with 21st Century Skills (DepEd, 2020) so as to address the complex, disruptive,
volatile, and ambiguous impact of COVID-19 in the Philippines particularly in the basic
education section (DepEd, 2020).
2. How does curriculum review aid in the identification of essential learning

competencies?
By having the curriculum review, it led to the identification of the gaps, issues, and concerns
within and across the learning areas and in different grade levels. The curriculum review
helped in the identification of areas for improvement that would enhance the learning
engagement, experience, and outcomes thus, there were solutions.

Essential Learning Competencies are indispensable in building foundational skills to equip

to learners while Desirable learning competencies are optional competencies that may
enhance education but is not necessary for building foundational skills.

4. How were the most essential learning competencies identified? What were the
decisions made in order to trim down the number of the essential learning
competencies further?
The essential learning competencies were identified based on endurance, which is a

primary determining factor. They are identified if the learning competencies are useful
beyond a single test or unit of study i.e., reading comprehension, writing, research skill, etc.
The importance of MELCs is that it could provide substantial,

indispensable, and life-long skills that a learner requires, furthermore it also ensures
quality instruction since the MELCs are filtered to address the needs of the basic
education sector.
ACTIVITY 3.
Prepare a copy of your learning area’s original K-12 Curriculum Guide and corresponding list of
MELCs.
Competencies
Merged/Clustered
EN7SS-I-a-1.5.2: Scan for Use appropriate reading
specific information strategies to meet one’s
EN7SS-I-b-1.5.1: Skim for purpose (e.g. scanning,
major ideas using headings as skimming, close reading, etc.)
guide
Retained
EN7G-I-a-11: Observe Observe correct subject-verb
correct subject-verb agreement
agreement
Distinguish between slang
and colloquial expressions in
EN7V-I-a-22: Distinguish
conversations
between slang and colloquial
expressions in conversations

Dropped EN7WC-I-a-4.1: Recognize

the common purposes for
writing N/A
EN7WC-I-c-4.2: Differentiate
literary writing from
academic writing
ACTIVITY 4
In your LAC Session, discuss and share your answers to Activities 1-3 in this lesson. Discuss any
questions about the MELCs that need clarification as well. Share your thoughts and let your co-
teachers articulate their insights regarding your questions. Jot down all the insights shared in the
discussion, including your own, in your Study Notebook
I learned from the sharing of thoughts or ideas on the activities 1-3 answers
that identification of the competency whether it is to be combined, retained, rephrased or
dropped is essential. The learning skills should still concentrate on the study, understanding
and writing skills that are essential to our daily lives. A list of features of essential learning
skills has been presented to help us determine which learning competencies are the most
relevant and essential.
ACTIVITY 1.
Familiarize yourself with the course reading on Unpacking and Combining the MELCs. After
reading the document, provide a brief and concise response to the following guide questions in your
Study Notebook:
The importance of unpacking the MELCs is, to have a systematized learning

activities and effectively address the varying needs of learners and the challenges of
instructional deliveries amidst the pandemic.

each.
A. Retained – meets the criterion of strength, contributes to the lifelong

learning process and is a pre-requisite skill.
B. Merged – is having two or more learning skills which have the same
goals or objectives are combined into one comprehensive learning
skill.
C. Rephrased – is to make the statement more concise.
D. Dropped – is a learning competency that is too specific, recurring,
Yes, MELCs are needed to be unpacked or combined because the learning

objectives must be suitable to the learners’ needs at a given time and type of learning modality.
Also, so that the learning competencies will not be congested.
ACTIVITY 2
1. Form a group of four members within your LAC, preferably with fellow
teachers in
your respective learning area.
2. Using the curriculum guide and a list of the MELCs, choose MELCs in the first
quarter
and unpack these into learning objectives.
3. Each team will present their unpacked learning objectives. Discussion and
processing will follow each presentation. Suggestions and insights from each group
will be considered in enhancing the learning objectives.

Unpacking and combining of MELCs help to minimize the

consuming time
in dealing with the learning competencies.
ACTIVITY 3.
Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your
outputs.
UNPACKING OF MELCS
Retained LC Sample Learning Objectives
Identify the genre, purpose, intended audience and 1. Identify genre and its purpose
features of various viewed texts such as movie clip, 2. Identify the different elements of Genre
trailer, newsflash, internet-based program, 3. Identify the different television formats and
documentary, video. intended audience
4. Differentiate features of various viewed texts
(These learning objectives are articulated in
DLL/DLP)

ACTIVITIES FOR LDM2-MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES

Name of Teacher MA. ARLESIENNE S. DUERME
Position Teacher I
Session Topic Module 2 – MELC’S
MELCs
Key Topics/Concepts
enduring knowledge
Resources Required
 Development and Design of MELCs
 Your learning area’s original K-12 Curriculum Guide and corresponding list of
MELCs
 Study Notebook

MA. ARLESIENNE S. DUERME
JHS
PCNHS-MDC
challenges on the delivery of quality basic education. As a teacher, what do you think are the
fundamental concerns in terms of curriculum standards that need to be addressed in order
to ensure learning continuity? Cite a specific example. Do you think these concerns could be
solved by teachers alone? Why or why not?
❖ The most important concern that we as educators need to focus on especially this time of
pandemic, is the mastery of the MELC’s, and at the same time, learning how to integrate this
competencies into the day to day life of our students, and tailor fit them exactly how
students need them. We may be able to master all the competencies but we don’t know
when or how to integrate them with the lessons that our students need, then there would be
no use for these competencies. Teachers will need the support of all the stakeholders,
especially parents, since it’s a distance learning at the moment. Which means that parents
need to also have at least a basic knowledge about these competencies.
❖ Yes, the K -12 curriculum was a bit congested, because I think curriculum planners/makers
thought of varied activities for all the different types of learners that our country has. But,
teachers were also trained to choose what’s best for the needs of their students, so I guess
congested curriculum isn’t the only contributing factor on the poor performance of Filipino
learners. There are a lot of other factors hindering the acquisition of knowledge, e.g., poor socio-
economic status of students’ families, lack of interest on the students’ part. Etc.

ACTIVITY 2.
Familiarize yourself with the course reading on the Development and Design of the MELCs. After
going through the document, provide a brief and concise response to the following guide questions.
Write your answers in your Study Notebook.
The general purpose of the development of MELC’s is to create a unified scaffold of all
teaching/learning system across all levels, in all subject areas in Philippine Education. It will
serve as the primary reference on what to teach. The specific purpose is to identify issues or
concerns in the classroom that needs improvement.
❖ Curriculum review helped in the identification of gaps, issues, and concerns. It also helped
identify areas for improvement that would enhance the learning engagement experience. With
curriculum review, outcomes were identified and consequent solutions were recommended.

❖ Essential learning competencies are the skills needed by the students for lifelong learning,
these are the indispensable competencies needed by students to survive in life while desirable
competencies are those general qualities that describe an ideal student.
4. How were the most essential learning competencies identified? What were the decisions
made in order to trim down the number of the essential learning competencies further?
❖ A learning competency is retained if it satisfies the endurance

criterion which greatly contributes to life-long learning and is a prerequisite skill to the next grade
level. Two or more learning competencies are merged or clustered if they have the same objective
or learning intention and can therefore be combined into one comprehensive learning
competency.
❖ Since MELC’S serve as the general reference of all schools in the Philippines, this will
ensure that all general lessons are unified, and at the same time, teachers will have a
guide as well on specific techniques in reaching out to and helping their students with
their specific needs.

implementers
Key Topics/Concepts
standards
Resources Required
 Unpacking and Combining the MELCs
 Your learning area’s original K-12 Curriculum Guide and corresponding list of MELCs 
Study Notebook
ACTIVITY 1.
Familiarize yourself with the course reading on Unpacking and Combining the MELCs. After reading
the document, provide a brief and concise response to the following guide questions in your Study
Notebook:

To save time in teaching during this pandemic, without losing the value of the essential
learning competencies a student may need in his life.

each.
❖ Alignment on the Content and Performance Standards
❖ Prerequisite knowledge and skills
❖ Logical sequence of learning objectives

❖ Yes, for teachers to be able to focus more on the essential learning competencies
needed by a student for his lifelong learning

Name of Teacher MA ARLESIENNE S. DUERME
Position Teacher I
Unpacking the MELCs

Discuss the different content, elements, and
properties of a well-written text
Evaluate text content, elements,
features, and properties of a written Describe helpful techniques in evaluating a
text using a set of written text
criteria. (EN10RC-IIh-2.22)
Create a podcast detailing your own
evaluation of a chosen written text

Position Teacher I
Session Topic Module 3A - Designing Instructions in the Different LDMs
LDM 2 | MODULE 3A | LESSON 2 OUTPUTS

UNDERSTANDING THE DIFFERENT LDMs
ACTIVITY 1
In your own words, define each modality:
Modality Own Definition

This is a learning modality that requires physical and live
interaction between a teacher/facilitator and students.
Face-to-face (F2F) learning
Materials are taught by the teacher in a set place for a set time
(schedule).
This is a form of remote education where students are not
Distance Learning physically present for the lesson. Materials can be, but are not
restricted, in the form of printed modules or digital ones.
This refers to a learning delivery that combines face-to-face
with any or a mix of online distance learning, modular
distance learning, and TV/Radio-based Instruction. Blended
Blended learning
learning will enable the schools to limit face-to-face learning,
ensure social distancing, and decrease the volume of people
outside the home at any given time.
The term “homeschooling” suggests a school-at-home
approach in which parents or tutors replicate the
Homeschooling instructional process of schools, including a set curriculum,
traditional instruction, assignments, and so on.

ACTIVITY 2
DISTANCE LEARNING MATRIX
Distance Learning Distinguishing Role of Parent or

Essential Resources Role of Teacher Role of School
Modality Feature Household Member
Individualized
instruction where Support system in the
Modular Distance Printed modules,
students use self- Facilitator Co-facilitator provision of modules and
Learning (MDL) functional worksheets
learning modules other resource materials
(SLMs)
Can be through Support system in the
synchronous and provision of internet
asynchronous connectivity when teachers
Technological and digital
Online Distance platforms; requires face intermittent
gadgets, internet, digital Facilitator Co-facilitator
Learning (ODL) both teacher and connection at home and
modules, video lessons
learners to have other technological and
stable internet digital materials to
connectivity actualize ODL.
Support system in the
provision of television
Uses television- broadcasting equipment.
Television broadcasting
broadcasted Must steer the selection of
TV-Based equipment, modules,
programs in Facilitator Co-facilitator television broadcasters
Instruction (TVBI) worksheets, video lessons
delivering learning from pool of teachers.
taught by broadcaster
to learners Must provide formal
orientation on the
availability and schedule of

DepED programs which

are television broadcasted.

provision of
radiobroadcasting
equipment. Must steer the
Uses radio-
selection of
broadcasted Radiobroadcasting
Radio-Based radiobroadcasters from
programs in equipment, modules, Facilitator Co-facilitator
Instruction (RBI) pool of teachers. Must
delivering learning worksheets
provide formal orientation
to learners
on the availability and
schedule of DepED
programs which are
radiobroadcasted.
Any combination Support system in the
Technologically-driven
Blended Distance of the other forms provision of necessary
gadgets, printed and digital Facilitator Co-facilitator
Learning of distance resource materials to
modules
learning actualize blended learning.

ACTIVITY 3
Consider the situation in your School/Division—your organizational capabilities, your
level of resources (infrastructure, financial, human), level of experience in DL, health and
safety status, context and capacities of your learners and their households, etc. Then rank the
DL types—MDL, ODL, TVBI, RBI, and BL—from easiest to most difficult to implement.
Give the reasons for your ranking of each.
Ranking Type of DL Why?
1 MDL This is the easiest because it only involves printed modules

which are already made by module writers. The only challenge
is the time of delivery and provision, in general.
2 BL This ranks second in terms of ease of implementation because it
allows for a varied modality of learning and caters to the
differing learning capabilities of students.
3 TVBI This sits in the middle, along with RBI, because there are terms
to be met to implement TVBI and DepED conducts selection
process in the actualization of this program.
4 RBI This sits in the middle, along with TVBI, because there are
terms to be met to implement RBI and DepED conducts
selection process in the actualization of this program.
5 ODL This is the hardest because not all families have internet
connectivity at home. If there is, connectivity is most of the
time, intermittent. In fact, even teachers are not spared by the
poor performance of ISPs in the country.

ACTIVITY 4
The LCP assures that all possible measures will be taken to ensure that no child will be
excluded from learning during the COVID-19 crisis. Think about groups of learners in your
School/Division who might require special consideration to be able to participate in DL.
Describe what targeted interventions you would develop to include them. Listed below are
some examples which may be relevant to your context. Add others as appropriate.
LIST OF TARGETED LEARNER INTERVENTIONS

Learner Group Targeted Intervention
Learners without parents or household • The learner can be provided with
member who can guide and support their appropriate material that he/she can learn by
learning at home employing independent leaning.
• The teacher will supervise the learner’s

progress by contacting him through SMS,
call or telecommunication tools like
messenger.
Slow learners • The teacher may utilize individualized
learning materials since it takes into
consideration the level and capability of a
particular learner.
• Lessons that can trigger learner’s

enthusiasm to learn should be created to let
slow learners will be engaged and involved.
Struggling readers • Exercises will be of big aid for learners
who find reading a struggle. Teachers may
provide drills, short passages with
questions attached, and short simple texts
with interesting illustrations.
• Teachers may provide opportunities for

struggling readers to learn within the time
allotted for literacy activities. But since we
will use modular distance learning, it is
important that we keep on contacting these
learners to ensure consistent
accomplishment of reading activities.

• Teachers must ensure that learners are

given exercises about sound recognition
first before sound production.
No access to devices and Internet • The production of quality assured printed
self-learning modules will be a tremendous
help to maintain learning processes.
• Teachers must work hand-in-hand with the
school so available resource materials can
be maximized.
Indigenous People • Indigenous people’s needs should be
acknowledged so that they will have a sense
of belongingness within a group.
• The teacher will provide SLMs in printed or

digital form that will be suited the cultural
or traditional orientation of the learner
Persons with Disabilities • The teacher will produce quality assured
SLMs intended for the learner with special
needs either in printed of digital format.
• The teacher will coordinate regularly with

the SPED teacher and refer the learner to
him/her.
• The teacher will produce video instructions

that will serve as guide or model for the
learner and the learning facilitator to
achieve success of learning

Name of Teacher Giovanni C. Duran

Position Teacher I

DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs
ACTIVITY 1
Questions Answers
1. What is Lesson Designing or Lesson The process of determining the learning opportunities of
Planning? students must have in school. It is the roadmap of the
learning process.
2. Why is lesson designing important? It provides a clear organization of what the learners
need to know and how the teachers will carry out the
learning process. Moreover, it maximizes the instruction
time and learning.
3. What are the three elements or Clear objectives, presentation of activities and learning
components of a well-designed lesson? resources, and relevant assessment.

ACTIVITY 2
Refer to the list of learning tasks and identify which section of the lesson these
learning activities can be presented by placing each task under the appropriate column.
Before the Lesson Lesson Proper After the Lesson
Review previous lesson Explain, model, demonstrate, andWrap-up activities
illustrate concepts
Clarify concepts from previous Transfer ideas and concepts to new
lesson Help learners understand and situations
master new information
Present connection between old Emphasized key information and
and new lesson and establish Check for learner’s concepts discussed
purpose for new lesson understanding
Ask learners to recall key activities
Check learner’s prior knowledgeProvide learners with feedback and concepts discussed
about the new lesson
Reinforce what has been taught
Present warm-up activities to
establish interest on the new
lesson
State lesson objectives
ACTIVITY 3
Highlight which part/s of the DLL/DLP is/are accomplished after the lesson is delivered.
Components of the DLL/DLP

I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection

Answer:
Reflection is the part of the Daily Lesson Log or Daily Lesson Plan that needs to be accomplished
after the lesson is delivered so the teacher can have a general view of how the teaching-learning process
took place. Since the Reflection Part provides relevant questions regarding the mastery of the students
of the learning objectives, it allows for a responsive plan whether to reteach, provide more exercises,
or remediate. Thus, reflection must be accomplished immediately after the lesson is delivered.
ACTIVITY 4
Learning Delivery Modality: Blended Learning
Grade Level and Learning Area: Grade 10; English
Lesson/ Topic: Formulating Statement of Opinion and Assertion
Learning Objectives: Formulate a statement of opinion and assertion
(EN10WC-Ic-12.2)
Learning Resources/ Materials Needed: Printed Modules, Digital Modules, Powerpoint
presentation
Additional Remarks:
(ex. can be done via voice calls, can be
Check if facilitated by a household partner, can be
Part of Lesson/ Learning Tasks already present done via e-learning activity sheet, can be
in the SLM presented via an internet-based resource,
can be facilitated during a synchronous
learning session, etc.)
Before the lesson
1. Review previous lesson Can be done during the
synchronous classes via verbal
explanation
2. Clarify concepts from previous lesson. Can be done during the
explanation
3. Present warm-up activities to establish ✔
interest in new lesson.
4. Check learner’s prior knowledge about ✔
the new lesson.
5. Present connection between old and new Can be done during the
lesson and establish purpose for new synchronous classes via verbal
lesson. explanation
6. State lesson objectives as guide for ✔
learners.
Lesson Proper

1. Explain, model, demonstrate, and ✔

illustrate the concepts, ideas, skills, or
processes that students will eventually
internalize.
2. Help learners understand and master new ✔
information.
3. Provide learners with feedback. Can be done during the
explanation.
4. Check for learners’ understanding. ✔
After the Lesson
1. Wrap up activities ✔
2. Emphasize key information and concepts There is no generalization part in
discussed the SLM. To fill the gap, emphasis
of key concepts can be done
during the synchronous class. For
modular students, teacher can
create an outline of the lesson or
list down the key concepts of
lesson and have them sent via
Facebook messenger in group
chats and other platforms
available.
3. Ask learners to recall key activities and ✔
concepts discussed
4. Reinforce what teacher has taught Can be done during the
explanation.
5. Assess whether lesson has been mastered ✔
6. Transfer ideas and concepts to new Can be done during the
situations synchronous classes via verbal
reflections and practical
applications.
Answer the following questions:
1. For learning tasks not found in the SLM you examined, what materials or resources
can you create or curate to supplement the SLM?
2. What kind of additional support can you give: a) the learner, and/or b) the
household partner so that they are guided throughout the lesson?
3. How can the teacher gather feedback on the different learning tasks, in order to
refine or modify current and future lessons?

Answers:
1. Various materials such as outlines of key concepts, additional reinforcement activities,
video lessons can be curated to fill the dearth in the reviewed SLM.
2. Timely feedback serves as good additional support to students and parents in terms of
the current learning progress of the child. Aside from affective feedbacks, additional
learning materials can also be sent through group chats or posted in Google classrooms,
so students who miss synchronous classes can keep track of has been discussed.
3. Gathering of feedback may be done after the lesson has been discussed through short
verbal reflections about the lesson. For time constraints, feedback can also be gathered
via multiple platforms such as sms, Facebook messenger, group chats, google
classrooms. Meanwhile during retrieval and distribution of modules, feedback can also
be extracted through parent-teacher conversations with respect to IATF health
protocols.
ACTIVITY 5
In the policy, you will find out about the two types of assessment: formative and
summative. Take note of the similarities and differences between the two.
FORMATIVE SUMMATIVE
Happens during the Happens after the

learning process Both aim to provide completion of the lesson
feedback to students Purpose is to evaluate
Purpose is to improve
students’ learning via Both are essential students’ achievements
immediate feedbacking parts of the curriculum Includes almost all, if not
Includes little content Both can be done by all, the content areas of
areas learners individually, the lesson
in pair or dyad, in Must be done formally
Can be done informally triad, or in groups.
and spontaneously during through result-oriented
class sessions task

ACTIVITY 6
Which assessment methods can you adapt in DL considering the content area that you are
teaching? List five methods that you would like to try. For each one, write how you plan to
use it in DL.
ASSESSMENT METHODS IN DISTANCE LEARNING (DL)

How to Adapt the Assessment Method in
Assessment Method
Distance Learning
I will send a three-item quiz via text message
before the lesson. Based on the responses, I
will take note of the common misconceptions
Example: Short quiz
and clarify them to the learners during our
online session or via text message.
I will prepare activities that will be done
individually to assess student’s mastery of the
1. Practice Exercises lesson. Moreover, I will maximize the
functional worksheets and curate available
exercises to reinforce mastery.
Weekly published series of questions on
activity sheets that are designed to help
2.Quizzes
students understand the lesson taken up for the
week.
Students will prepare a portfolio quarterly to
monitor their achievement and learning
progress. This portfolio, which can be in the
form of powerpoint presentation, PDF files, or
3. Portfolio
infographics, etc., shall be either be uploaded
in a Google drive or shall be shared publicly
via the Google classroom. This will be
submitted at the end of each quarter.
I will make a quarterly test (50 multiple choice
test) in the Google forms and send it to their
social media account. Based on their response,
I will ensure to note and record their feedbacks
4.Quarterly assessment and do remediation afterwards. If the student
doesn’t have any means of online assessment,
remediation such as the use of printed
materials and safe delivery of it will be
performed.

Regularly assign brief writing exercises such

as writing journals about their experiences
while studying and answering SLM.
I will task my students to have a written
reflection after every lesson, with this I will be
5. Written work/ Reflection able to monitor their progress and I will be able
to modify my strategies based on their outputs.
Moreover, they can also verbalize their
feelings with regard to how they found the
lesson, how they felt about the lesson and other
questions alike after the lesson.
Activity 7
Answer the following quiz to check your understanding about using a portfolio to assess the
learner.
Questions True False
1. A portfolio mainly displays the academic achievements ✔
of the learner.
2. Testimonies of parents/guardians and learning facilitators ✔
regarding the learner’s progress may be included in a
portfolio.
3. There is a fixed list of items that should be included in a ✔
portfolio.
4. The teacher can only comment on a learner’s portfolio. ✔
5. For asynchronous learning, teachers allow learners to ✔
work on their outputs during their own time. The latter
will submit the portfolio within the schedule that the
teachers set.
6. The learners may submit, store, and manage their ✔
portfolio via file sharing programs or they may submit
the actual softcopies of their work saved on a
CD/DVD/USB flash drive.
7. Portfolios of DL learners with outputs in hard copies or ✔
physical forms may be handed over to the teacher by the
parents or learning facilitators.


Position Teacher I

GUIDING AND MONITORING IN THE DIFFERENT LDMs
ACTIVITY 1
Answer the simple check-up quiz below. Read and match the descriptions in column A with
the terms in column B.
Answer Column A Column B

1. These are the knowledge, understanding, skills,
c and attitudes that learners need to demonstrate in a. Learning area
every lesson and/or learning task.
2. These are the formative learning opportunities
given to learners to engage them in the subject
d b. Mode of delivery
matter and to enhance their understanding of the
content.
3. This refers to the prescribed subject that learners
a take. c. Learning competencies
4. This refers to the method of submission of

b learning outputs preferred by the learner/parent d. Learning task
based on their context.
ACTIVITY 2
(Please attach WHLP)
***Weekly Home Learning Plan is attached at the last part of this document

ACTIVITY 3
Differentiate weekly home learning plan and individual learning monitoring plan.
Weekly Home Learning Individual Learning
Plan (WHLP) Monitoring Plan (ILMP)
Purpose Its primary purpose is to It is a tool for monitoring a
provide for a concrete tracker learner or learners who lag/s
for subject areas to be tackled behind based on the results of
and activities to be done at their formative and
home. It guides learners and summative assessments.
household partners.
For Whom? Learners or learning Teachers and learning
facilitator or household facilitator or household
partner partner
Components Learning areas, learning Learning needs, learning

competencies, learning tasks, intervention strategies,
mode of delivery monitoring date, learner’s
status
Has to be communicated to Yes Yes

parents?

ACTIVITY 4
INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE
Learner’s Name: John Rey Damacio

Grade Level: 10
Intervention Learner’s Status
Learning Learner’s Monitoring
Strategies Insignificant Significant
Area Needs Date Mastery
Provided Progress Progress
English Analyze the The teacher November ✓
10 concept will provide 13, 2020
presented in more
the module by guidance to
explaining it the student
using the through
learner’s own drills and
words. written
Learner has exercises. If
difficulty the student
accomplishing already
essay mastered the
activities and lesson, then
reflection the teacher
exercises in will give
the module. independent
activities for
him to study
and answer.
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.
Source: DepEd Memorandum DM-CI-2020-00162

WEEKLY HOME LEARNING PLAN
SY 2020 – 2021
Name of Teacher GIOVANNI C. DURAN Week/Quarter Week 1/ Quarter 1
Grade Level 10 Date October 12-16, 2020
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery
6:00 – 6:30 Wake up, make-up your
(from Monday bed, eat breakfast, and get
to Friday) ready for an awesome day!
6:30 – 7:30 Have a short
(from Monday exercise/meditation/bonding
to Friday) with family.
MONDAY
8:00 – 10:20 ENGLISH 10 EN10WC-Ia12.1: Identify features of • Answer the “Try to Discover” • Lessons are
persuasive texts section of the module delivered via
• Read the module blended learning
carefully/Listen to the teacher
• Have the parent
carefully while synchronous
class takes place hand-in the output
• Answer the practice exercises for week 1 to the
and evaluation teacher in school
• Answer the additional and pick up the new
worksheets provided by the module(s) for week
2 from the school.

teacher in the module kit or in
the google classroom
TUESDAY
8:00 – 10:20 ENGLISH 10 EN10WC-Ic-12.2: Formulate a • Answer the “Try to Discover” • Lessons are
statement of opinion and assertion section of the module delivered via
• Read the module blended learning
• Have the parent
class takes place
hand-in the output
• Answer the practice exercises for week 1 to the
teacher in the module kit or in 2 from the school.
WEDNESDAY
8:00 – 10:20 ENGLISH 10 EN10WC-Ie-12.3: Compose a • Answer the “Try to Discover” • Lessons are
persuasive text of three paragraph section of the module delivered via
expressing one’s stand on an issue • Read the module blended learning
EN10WC-Ii-12: Compose short carefully while synchronous
persuasive texts using a variety of • Have the parent
class takes place
hand-in the output
persuasive techniques and devices. • Answer the practice exercises for week 1 to the

teacher in the module kit or in 2 from the school.
THURSDAY
8:00 – 10:20 ENGLISH 10 EN10WC-Ii-12: Evaluate spoken texts • Answer the “Try to Discover” • Lessons are
using given criteria, e.g., fluency, tone, section of the module delivered via
cohesion, and correctness • Read the module blended learning
• Have the parent
hand-in the output
class takes place
for week 1 to the
• Answer the practice exercises teacher in school
and evaluation and pick up the new
• Answer the additional module(s) for week
worksheets provided by the 2 from the school.
teacher in the module kit or in
Prepared by: Checked by:
GIOVANNI C. DURAN ALMERA M. ALKUINO

Teacher I Head Teacher III, English


Position Teacher I
Session Topic Module 3A: Designing Instruction in the Different Learning
Delivery Modalities

ACTIVITY 1

It is an instructional method where course content and
Face-to-face (F2F) learning learning material are taught in person to a group of students.
It is a method of study where teachers and students do not

Distance Learning meet in a classroom but use the Internet, e-mail, mail, etc., to
have classes.
It is a method of instruction that combines face to face and
Blended learning online learning.
Parents are the tutors inside their home.

Homeschooling

ACTIVITY 2
Distance Distinguishing Essential Resources Role of Role of Parent or Role of School
Learning Feature Teacher Household Member
Modality
Modular a learning delivery that Self – Learning Facilitator Guidance/ Providing SLM and
Distance is in the form of Modules Learning Facilitator other materials needed
Learning (MDL) individualized for learnings.
instruction where
learners use self-
learning modules
(SLMs) in print or
digital format
Online Distance a learning delivery Self – Learning Facilitator Guidance/ Providing SLM, and
Learning (ODL) modality where the Modules Learning Facilitator other materials/
teacher facilitates Gadgets (Laptop, resources needed for
learning and engages Cellphone, Tablet, learnings.
learners' active Internet)
participation using
various technologies
connected to the
internet while they are

geographically remote
from each other.
TV-Based use of television in Self – Learning Facilitator Guidance/ Providing SLM and
Instruction providing learning Modules, and Learning Facilitator other materials/
(TVBI) content to learners as a Televisions resources needed for
form of distance learnings
education.
Radio-Based use of radio in Self – Learning Facilitator Guidance/ Providing SLM and
Instruction (RBI) providing learning Modules, and Radio Learning Facilitator other materials/
content to learners as a resources needed for
form of distance learnings
education.
Blended Use of Self- Learning Self- Learning Facilitator Guidance/ Providing SLM, and
Distance Modules and digital Modules, Digital Learning Facilitator other materials/
Learning devices. Gadgets and Internet resources needed for
learnings

ACTIVITY 3
Ranking (1 to 5, from
easiest to hardest to Type of DL Why?
implement)
1 Modular Distance For me, this is the easiest because we
Learning only just give the printed modules to
(MDL) the learners.
2 Blended Distance For those learners who can attend
Learning online classes so that they will be able
(BDL) to understand the discussion from their
teachers before they will answer the
modules.
3 Online Distance Teachers can easily monitor the
Learning outputs of the learners.
(ODL)
4 TV-Based Instruction It depends on the schedule of the
(TVBI) stations and not all learners have the
signal and resources.
5 Radio-Based It depends on the schedule of the
Instruction stations and not all learners have the
(RBI) signal and resources.

ACTIVITY 4
The LCP assures that all possible measures will be taken to ensure that no child will
be excluded from learning during the COVID-19 crisis. Think about groups of learners in
your School/Division who might require special consideration to be able to participate in DL.
Learners without parents or household member Monitor the learner depends on the available
who can guide and support their learning at resources of the learner. We can also provide
home worksheets and activity sheets that can cater
their needs.
Beginning readers (K to 3) Provide various activities like Making Words
with Letter Tiles and Touch Reading.
Struggling readers (Grades 4-12) The learners can attend the Remedial Reding.
No access to devices and Internet They can use the Self-Learning Modules
provided by the school.
Inaccessible (living in remote and/or unsafe They can use the Self-Learning Modules
areas) provided by the school.
Indigenous Peoples They can use the Self-Learning Modules

provided by the school.
Persons with Disabilities We can provide worksheets and activity
sheets that can cater their needs.


Position Teacher I
Session Topic Module 3A: Designing Instruction in the Different LDMs

ACTIVITY 1
Questions Answers
1. What is Lesson Designing or Lesson Lesson designing or lesson planning is the process of
Planning? determining what learning opportunities students in
school will have by planning “the content of
instruction, selecting teaching materials, designing
the learning activities, and grouping methods, and
deciding on the pacing and allocation of instructional
time.
2. Why is lesson designing important? To utilize the time for teaching and learning.
3. What are the three elements or Clearly articulated lesson objectives

components of a well-designed (What should be taught?)
lesson? Well- selected and logically sequenced presentation
of learning resources and activities to help learners
meet the objectives.
(How should it be taught?)
Appropriate and timely assessment activities that
provide relevant information and feedback for both
teachers and learners.
(How should learning be assessed?)

ACTIVITY 2
Review previous lesson Help learners understand and Assess whether lesson has
master new information. been mastered.
Clarify concepts from Check for learners’ understanding. Emphasize key

previous lesson. information and concepts
discussed
State lesson objectives as Explain, model, demonstrate, and Transfer ideas and
guide for learners illustrate the concepts, ideas, skills, concepts to new situations
or processes.
that students will eventually
internalize.
Present warm-up activities Present warm-up activities to Wrap up activities.

to establish interest in new establish interest in new lesson
lesson
. Provide learners with feedback. Check learner’s prior

knowledge about the
new lesson
The concepts ideas, skills, or Wrap up activities

processes of the students.

ACTIVITY 3
Highlight which part/s of the DLL/DLP is/are accomplished after the lesson is
delivered.

I. Objectives
II. Content
IV. Procedures
V. Remarks
VI. Reflection
In the reflection part of our DLL, teachers can input their thoughts and feelings about their
lessons who was successfully discussed and which of these needs some improvement. Teachers
can also take note of the number of learners who earned 80% in the evaluation, the number of
learners who require additional activities for remediation, and the difficulties teachers encountered
that their principal or supervisor can help solve.

ACTIVITY 4
Grade Level and Learning Area: Grade 9: Araling Panlipunan
Lesson/ Topic: Ekonomiks – Konsepto At Kahalagahan
Learning Objectives: Naiisa – Isa Ang Mga Mahahalagang Konsepto Ng
Ekonomiks At Ang Kahalagahan Nito Sa
Matalinong Pagdedesisyon
Learning Resources/ Materials Needed: Self – Learning Modules, Internet Access,
PowerPoint Presentation
Additional Remarks:
Check if already facilitated by a household partner, can be
Part of Lesson/ Learning Tasks present in the done via e-learning activity sheet, can be
SLM presented via an internet-based resource,
Before the lesson
1. Review previous lesson Synchronous Classes
2. Clarify concepts from previous lesson.
3. Present warm-up activities to establish /
4. Check learner’s prior knowledge about the /
new lesson.
5. Present connection between old and new Synchronous Classes
lesson and establish purpose for new
lesson.
6. State lesson objectives as guide for /
learners.
Lesson Proper
1. Explain, model, demonstrate, and illustrate /
the concepts, ideas, skills, or processes
that students will eventually internalize.
2. Help learners understand and master new /
information.
3. Provide learners with feedback. Asynchronous
(Group Chat, Google Classroom,
SMS, FB Messenger)
4. Check for learners’ understanding. /
After the Lesson
1. Wrap up activities /

2. Emphasize key information and concepts /

discussed
3. Ask learners to recall key activities and Synchronous Classes
concepts discussed
4. Reinforce what teacher has taught Synchronous Classes
5. Assess whether lesson has been mastered /
6. Transfer ideas and concepts to new Synchronous Classes
situations

1. For learning tasks not found in the SLM you examined, what materials or resources can
you create or curate to supplement the SLM?
2. What kind of additional support can you give: a) the learner, and/or b) the household
partner so that they are guided throughout the lesson?
3. How can the teacher gather feedback on the different learning tasks, in order to refine
or modify current and future lessons?
Answers:
1. I think we can use video lessons provided by the SDO Pasay and self-made video
lessons.
2. I am providing my extra time for those learners who does not have access to the internet
to cater and answer all their questions even if it is in the middle of the night.
3. After checking the modules, I will communicate to the learners as well as the parents
with difficulties in understanding the lessons so that I can aid them for better
understanding. It may be form of worksheets and other activity sheets specially made
for them.

ACTIVITY 5
FORMATIVE SUMMATIVE
These are the questions These are both ways The goal of summative
that teachers pose to to assess our learners assessment is to evaluate
individual learners and understanding in student learning at the
groups of learners during specific lesson. Both end of instruction.
the learning process to are used for student
determine what specific feedback and can be
concepts or skills they the basis for future
may be having trouble lesson planning.
with.

ACTIVITY 6
Which assessment methods can you adapt in DL considering the content area that you
are teaching? List five methods that you would like to try. For each one, write how you plan
to use it in DL.
Assessment Method How to Adapt the Assessment Method in DL
Example: I will send a three-item quiz via text message before the
Short quiz lesson. Based on the responses, I will take note of the
common misconceptions and clarify them to the learners
during our online session or via text message.
1. Self-Learning Modules/ I will give them the self-learning modules as well as the
Written Works activity sheets to be answered. The learners will need to
finish these depending on the scheduled date. After that,
their Parents should check the outputs if it was all
completed and submit to the teacher. For feedback, we
can communicate via SMS/ FB Messenger.
2. Portfolio Making I will give them the instructions needed for portfolio
compliances. Learners should compile accordingly the
outputs made for each learning area so that the teacher
will easily check and assess the outputs. The teacher shall
follow the rubrics in that particular work.
3. Performance Task I will provide performance task that is anchored in the
Self- Learning Module and assess them using the Rubrics.
4. Formative Test I am using my own version of AP Quizard, wherein I will

give 5 item questions to the learners and answer it in their
papers via google meet (open video camera) Instructed
them well with the do’s and don’ts.

5. Summative Test I will just facilitate and coordinate to the parents if the test
is being done by the learners. I will provide feedback
regarding the scores of the learners via SMS/ Phonecall/
FB Messenger.
ACTIVITY 7
Answer the following quiz to check your understanding about using a portfolio to
assess the learner.
1. A portfolio mainly displays the academic achievements /
of the learner.
2. Testimonies of parents/guardians and learning facilitators /
portfolio.
3. There is a fixed list of items that should be included in a /
portfolio.
4. The teacher can only comment on a learner’s portfolio. /
5. For asynchronous learning, teachers allow learners to /
teachers set.
6. The learners may submit, store, and manage their /
portfolio via file sharing programs, or they may submit
7. Portfolios of DL learners with outputs in hard copies or /


Position Teacher I
Session Topic Module 3A – Guiding and Monitoring Learners in the different
LDMs

ACTIVITY 1

C and attitudes that learners need to demonstrate in a. Learning area
D b. Mode of delivery
content.
A take. c. Learning competencies

B learning outputs preferred by the learner/parent d. Learning task

ACTIVITY 2

ACTIVITY 3
Weekly Home Learning Plan Individual Learning
(WHLP) Monitoring Plan (ILMP)
Purpose A tool to guide learners and A tool for monitoring who
learning facilitators or lag behind based on the
household partners in tracking results of their formative and
the subject areas to be tackled summative assessments
and activities to perform at
home.
For Whom? Learners and Learning Teachers and learning

facilitator or household partner facilitator or household
partner
Components Learning area, learning Learner’s needs,

competencies, learning tasks, intervention strategies,
mode of delivery monitoring date, learner’s
status.
Has to be communicated Yes Yes
to parents?

ACTIVITY 4
Learner’s Name: Juan Dela Cruz

Grade Level: Grade 9

Araling Adaptability a. seek help from November /
Panlipunan Struggle a capable 13, 2020
Ekonomiks Cannot immediate family
understand member to help
well the the learner in
lesson answering the
especially in learning modules.
computation b. scheduled
for Price home visitation of
Elasticity of the teacher to help
Demand the learner in
answering the
activities in the
learning modules.
c. make and
provide learning
activities suited to
his pace of
learning.
d. if possible, the
teacher provides
direct guidance
and supervision in
the completion of
the learner.
need to be revised.
Intervention


Position Teacher I
Session Topic Module 3B: Learning Resources
LDM 2 | MODULE 3B | LESSON 1 OUTPUTS

LEARNING RESOURCE MAPS FOR DISTANCE LEARNING
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, the materials were 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 LR.

Name of Teacher RUEL E. GABION
Position Teacher I

ACTIVITY 1

This is where teacher and the student meet in a set place for
Face-to-face (F2F) learning a set time
A modality we use without being with the student in a
Distance Learning classroom
A style of learning in which students learn via electronic and
Blended learning online media as well as traditional face-to-face teaching
It is an educational process where parents or tutors teach
Homeschooling children at home instead of having them formally educated.

ACTIVITY 2

Modular Distance
Learning features The learners may ask
individualized assistance from the
Learners under Modular
instruction that
Distance Learning can also
teacher via e-mail, Any member of the
allows learners to
use other resources such as
telephone, text family or other The school will ensure the
Modular Distance use self-learning message/instant accessibility of materials
Learning (MDL) modules (SLMs)
Learner’s Materials,
messaging, etc. Where stakeholder in the through coordination with
in print or digital
textbooks, activity sheets,
possible, the teacher shall community needs to the Barangays and LGU.
study guides, and other
format/electronic do home visits to learners serve as para-teachers.
study materials
copy, whichever is needing remediation or
applicable to the assistance.
learner.
Features the The internet is used to Collaborate with other
teacher as The challenge will be in
facilitate learner-teacher members of your team or
facilitator, dealing with learners not
and peer-to-peer department to design
capable of independent The school must provide
engaging communication. Online distance learning
Online Distance learning. This is the materials and resources
learners’ active learning allows live experiences for your
Learning (ODL) subject of further wherein delivery mode will
participation synchronous instruction. It students
discussion within DepEd, be possible
through the use of requires participants to Communicate frequently
and with partners and
various have good and stable with your students and
parents.
technologies internet connection. with their parents.

accessed through
the internet while
they are
geographically
remote from each
other during
instruction.
provision of
radiobroadcasting
Uses television-
selection of
TV-Based radiobroadcasters from
Instruction (TVBI) pool of teachers. Must
to learners
schedule of DepED
programs which are
radiobroadcasted.
Uses radio Support system in the
Radio-Based programs in provision of necessary
Instruction (RBI) delivering learning resource materials to
modules
to learners actualize blended learning.
modules

ACTIVITY 3


ACTIVITY 4

Learners without parents or The teacher will supervise the learner’s progress by
household member who can guide contacting him through sms, call or
and support their learning at home telecommunication tools like messenger.
Beginning readers (K to 3) The teacher may utilize individualized learning
materials since it takes into consideration the level
and capability of a particular learner.
Struggling readers (Graders 4-12) Teachers may provide opportunities for struggling
readers to learn within the time allotted for literacy
activities. But since we will use modular distance
learning, it is important that we keep on contacting
these learners to ensure consistent accomplishment of
reading activities.
No access to devices and internet The production of quality assured printed self-
learning modules will be a tremendous help to
maintain learning processes.
Inaccessible (living in remote The teacher will provide SLMs in printed or digital
and/or unsafe areas) form that will be suited the cultural or traditional
orientation of the learner
Indigenous People Indigenous people’s needs should be acknowledged
so that they will have a sense of belongingness within
a group.
Persons with Disabilities The teacher will coordinate regularly with the SPED
teacher and refer the learner to him/her.

Name RUEL E. GABION

Position Teacher I

ACTIVITY 1
Questions Answers
school will have by planning “the content of instruction,
selecting teaching materials, designing the learning
activities and grouping methods, and deciding on the
pacing and allocation of instructional time
2. Why is lesson designing important? Lesson designing helps us ensure that time is
maximized for instruction and learning; lessons are
responsive to learner’s needs; teachers set learning
targets for learners; and carry out lesson successfully
3. What are the three elements or • Clearly articulated lessons objectives (what should
components of a well-designed lesson? be taught)
• Well selected and logically sequenced presentation
of learning resources and activities to help learners
meet the objectives (how should I taught)
• Appropriate and timely assessment activities that
teachers and learners (how should learning be
assessd?

ACTIVITY 2
• Review previous lesson • Explain, model, demonstrate, • Wrap up activities
• Clarify concepts from and illustrate the concepts, • Transfer ideas and concepts to
previous lesson ideas, skills or processes that new situations
• Present connection between students will eventually • Assess whether lesson has
old and new lesson and internalize been made
establish purpose for new • Help learners understand and • Emphasize key information
lesson master new information and concept discussed
• Check learner’s prior • Check the learners’ • Ask learners to recall key
knowledge about the new understanding activities and concept
lesson • Provide learners with discussed
• Present warm up activities to feedback • Reinforce what teacher has
establish interest in new taught
lesson
• State lesson objective as
guide for learner
ACTIVITY 3

I. Objectives
II. Content
IV. Procedures
V. Remarks
VI. Reflection

ACTIVITY 4
Learning Delivery Modality: Blended Distance Learning
Grade Level and Learning Area: Grade-9 Araling Panlipunan
Lesson/ Topic: Price Elasticity of Supply
Learning Objectives: Nasusuri ang iba’t ibang uri ng elastisidad ng suplay
Learning Resources/ Materials Needed: AP SLM, Textbook, Video Lessons
Additional Remarks:
Before the lesson
synchronous lesson or online
teaching class.
teaching class.
3. Present warm-up activities to establish √
4. Check learner’s prior knowledge about √
the new lesson.
lesson and establish purpose for new synchronous lesson or online
lesson. teaching class.
6. State lesson objectives as guide for √
learners.
Lesson Proper
1. Explain, model, demonstrate, and √
internalize.
2. Help learners understand and master new √
information.
teaching class.
4. Check for learners’ understanding. √
After the Lesson

1. Wrap up activities √
2. Emphasize key information and concepts √
discussed
3. Ask learners to recall key activities and √
concepts discussed
4. Reinforce what teacher has taught √
5. Assess whether lesson has been mastered √
6. Transfer ideas and concepts to new √
situations

Answers:
1. A video lesson and a slide presentation are the resources that I can create in order to
supplement the SLM. These can be an additional help, in order for the learners to
fully understand the lesson.
2. As a teacher I can provide technical assistance such as teaching them how to access
some materials available online.
3. Gathering of feedback can be done through

ACTIVITY 5
FORMATIVE SUMMATIVE
To be done right after Both measures the To be done after a unit

the lesson students’ learning lesson.

ACTIVITY 6
use it in DL.
Assessment
How to Adapt the Assessment Method in DL
Method
Example: I will send a three-item quiz via text message before the lesson. Based on
Short quiz the responses, I will take note of the common misconceptions and clarify
them to the learners during our online session or via text message.
ESSAY I will post a question in the google classroom regarding my topi. Based
on the responses, I will take note of the common misconceptions and
clarify them to the learners during our online session.
PRODUCT I will instruct the learners to cut or draw a picture that would describe on
PERFOPRMANCE how he/she will generalize the lesson we discuss after.
POP-UP QUIZ A computer-generated quiz will be sent to them and allow them to
answer based on the learning the have.
PUZZLE Based on what they remember on the lesson, I will send them a puzzle to
be solve after the lesson.
OPEN ENDED A question is to be posted on the Group Chat wherein everyone will be
QUESTION ask to express their opinion regarding the question.

Activity 7
learner.
1. A portfolio mainly displays the academic achievements √
of the learner.
2. Testimonies of parents/guardians and learning √
facilitators regarding the learner’s progress may be
included in a portfolio.
3. There is a fixed list of items that should be included in a √
portfolio.
4. The teacher can only comment on a learner’s portfolio. √
5. For asynchronous learning, teachers allow learners to √
teachers set.
6. The learners may submit, store, and manage their √
7. Portfolios of DL learners with outputs in hard copies or √
physical forms may be handed over to the teacher by
the parents or learning facilitators.

NAME: RUEL ELCARTE GABION

POSITION: TEACHER I

ACTIVITY 1

content.

ACTIVITY 2

ACTIVITY 3
Purpose A tool to guide learners and A tool monitoring learners
learning facilitators or who lag behind based on the
household partners in results of their formative and
tracking the subject areas to summative assessments.
be tackled and activities to
perform at home.
For Whom? Learners and learning Teachers and learning
partner partner
Components 1. Learning Area 1. Learner’s needs

2. Learning Task 2. Intervention Strategies
3. Learning Competencies 3. Monitoring Date
4. Mode of Delivery 4. Learner’s Status
Has to be communicated to YES YES

parents?

ACTIVITY 4
Learner’s Name: PRINCE TERENZE BALOIS

Grade Level: 9

AP 9 The learner Contact the January 11,
need to parents or 2021
submit all guardian and
the find out the
learning reason why
modules the learner
given from failed to
the very comply with
beginning the needed
to be requirements
assessed

need to be revised.
Intervention


M. DELA CRUZ CAMPUS

Subject: Araling Panlipunan 9 Week No. 3 (February 01-05, 2020) Quarter: 2
Day and Time Learning Area Learning Competencies Learning Task Mode of Delivery
8:00-8:30 ARALING 1. NAIPALILIWANAG A-Sagutan ang mga sumusunod na -Sagutin sa isang buong
PANLIPUNAN ANG KAHULUGAN gawain: papel ang mga gawain.
(JADE) NG SUPLAY BATAY
Gawain #1: “ALIN-ALIN ANG NAIBA?” · Pagkuha ng larawan ng
SA PANG-ARAW-
Panuto: Hanapin at bilugan ang output at ipadala ito sa FB
Ruel E. Gabion ARAW NA
naiiba sa dalawang larawan ni Mang
PAMUMUHAY group page ng section
Mario na isang prodyuser ng mga
NG BAWAT sariwang prutas sa pamilihan.
10:20-10:50
PAMILYA
(CORAL) Gawain #2: “FORM A STATEMENT”
Panuto: Ayusin ang mga salita upang
mabuo ang kahulugan ng Supply.
Isulat ang nabuong pangungusap sa
espasyong makikita sa ibaba.
Gawain #3: “FILL IN THE BLANKS”

10:50-11:20 Panuto: Piliin ang sagot sa kahon sa
ibaba
(EMERALD) (1-10 items)
Gawain #4: “INTERVIEW”
Panuto: : Pumanayam (interview) ng
isang negosyante sa iyong lokalidad,
maaring online seller, may ari ng
tindahan, etc. Alamin ang kanilang
karanasan at saloobin ukol sa epekto
ng pagtaas o pagbaba ng presyo ng
kanilang itinitindang produkto. Ibigay
din ang iyong sariling pang –unawa,
gamitin ang rubrics bilang gabay sa
pagsulat ng iyong pang-unawa
(1-10 items)
B-Sagutan ang PAGTATAYA
(1-10 items)
Prepared by: Noted by:
RUEL E. GABION LANI M. MENDOZA

Teacher I TIC AP Department
Recommending Approval:
Approved:
ROGER B. ESCARILLA
School Assistant Principal NUNILON L. MORENO
School Principal
Address:Lerma Street, Pasay City

Telephone Numbers: 8-804-9985 / 8-810-7535 / 8-208-6551

ACTIVITY 1

Learning modality that both the teacher and students are in
Face-to-face (F2F) learning one venue. There are opportunities for active engagement.
Learning modality where in students are given materials or
Distance Learning access to other resources that he/she will undertake and learn
on his/her own.
Learning modality which is a combination of the features of
Blended learning Face – to – face and Distance Learning.
Alternative learning delivery mode where in students are
Homeschooling provided a formal education in a non - school environment
with parents, guardians or tutors.

ACTIVITY 2
The school orients the
teachers, parents and
Facilitator
- Uses self Printed or Digital -Learning Facilitator learners about the modular
Modular Distance Replenish Modules
learning Modules - Guardians learning policies and
Learning (MDL) Collects and Checks
module - Supervisors directions to ensure that
Modules
all concerned are guided
accordingly.
- Teachers
facilitate
learning
- Engage
students with
Deped commons teachers, parents and
different
Video Lessons learners about Online
Online Distance online Facilitator - Guardians
LRMDS Distance learning policies
Learning (ODL) learning - Supervisors
Internet Connection and directions to ensure
- Synchronous
Gadgets that all concerned are
and
guided accordingly.
Asynchronous
- Requires
good internet
connections


- Co – supervise
- Co – monitor the
Instruction and Agreement with the learners about the TV-
TV-Based - Supervisor progress of their
Learning is through Television Network based learning policies
Instruction (TVBI) - Collects output children’s
the television Television and Signal and directions to ensure
learning
that all concerned are
- Guardians
guided accordingly.
- Co – supervise
- Co – monitor the
Instruction and Agreement with the Radio - Supervisor learners about Radio -
Radio-Based progress of their
learning is through the Station - Collects and Based learning policies
Instruction (RBI) children’s
Radio Radio and Signal Corrects Outputs and directions to ensure
learning
Guardians
guided accordingly.
Printed or Digital
Modules Facilitator
-Learning Facilitator learners about the
Blended Distance It is a combination of Deped commons Replenish Modules
- Guardians different learning policies
Learning Online Video Lessons Collects and Checks
- Supervisors and directions to ensure
LRMDS Modules
guided accordingly.

ACTIVITY 3
1 Online The teachers are still facilitating the teaching – learning

Distance process. The students can answer activities online and they
Learning can monitor their scores immediately. Interactive Learning
can still be implemented.
2 Modular It is easier the collect outputs.
Distance
Learning
3 Blended The students must be able to adopt to the different teaching
Learning and learning process .
4 Radio – The students must have a fixed schedule.
Based
Instruction
5 TV – Based The students must have a fixed schedule.
Instruction

ACTIVITY 4

Learners without parents or Supervise students through a supervisory plan.
household member who can guide
and support their learning at home
Beginning readers (K to 3) NA
Struggling readers (Graders 4-12) The students may be recommended to attend the
Remedial Reading Enhancement.
No access to devices and internet Modules will be provided for them.
Inaccessible (living in remote Modules will be provided.

and/or unsafe areas)
Indigenous People Modules will be provided
Persons with Disabilities Modified learning materials will be provided
Others? Specify


ACTIVITY 1
Questions Answers
1. What is Lesson Designing or Lesson Lesson designing or lesson planning is a process of
Planning? determining how to deliver a lesson to learners to ensure
that learning really will take place. It is when deliberate
selection of materials, activities and methods are done.
2. Why is lesson designing important? There are many reasons why designing is important. This
are: 1. to maximize time for instruction and learning.
2. to meet the needs of learners
3. to set the target for learners
4. for teachers to prepare and master what to teach
5. to have a successful teaching and learning process.
3. What are the three elements or For me the three elements are:
components of a well-designed lesson? 1. Clear objectives
2. Suited activities
3. Appropriate assessment

ACTIVITY 2
1. Review previous lesson 1. Explain, model, 1. Wrap up activities
2. Clarify concepts from demonstrate, and illustrate the 2. Emphasize key information
previous lesson. concepts, ideas, skills, or and concepts discussed
3. Present warm-up activities toprocesses that students will 3. Ask learners to recall key
establish interest in new lesson. eventually internalize. activities and concepts discussed
4. Check learner’s prior 2. Help learners understand 4. Reinforce what teacher has
knowledge about the new lesson. and master new information. taught
5. Present connection between 3. Provide learners with 5. Assess whether lesson has
old and new lesson and establish feedback. been mastered
purpose for new lesson. 4. Check for learners’ 6. Transfer ideas and concepts
6. State lesson objectives as understanding. to new situations
guide for learners.
ACTIVITY 3

I. Objectives
II. Content
IV. Procedures
V. Remarks
VI. Reflection
Remarks and Reflection part of the DLL should be filled up after the lesson is delivered.

ACTIVITY 4
Learning Delivery Modality: Modular/ Online Delivery of Instruction
Grade Level and Learning Area: Grade 9 - English
Lesson/ Topic: Linear and Non – Linear Text
Learning Objectives: Sense the difference between linear and non-linear texts.
(EN9RC-IIf-11.1)
Learning Resources/ Materials Needed: Self Learning Modules
Check if Additional Remarks:

(ex. can be done via voice calls, can be facilitated
already by a household partner, can be done via e-
Part of Lesson/ Learning Tasks
present in learning activity sheet, can be presented via an
the SLM internet-based resource, can be facilitated during
a synchronous learning session, etc.)
Before the lesson
1. Review previous lesson /
2. Clarify concepts from previous lesson. /
4. Check learner’s prior knowledge about Can be facilitated in synchronous
the new lesson. learning session
5. Present connection between old and /
new lesson and establish purpose for
new lesson.
learners.
Lesson Proper
1. Explain, model, demonstrate, and /
internalize.
2. Help learners understand and master /
new information.
3. Provide learners with feedback. Can be facilitated in synchronous
learning session
After the Lesson
2. Emphasize key information and /
concepts discussed

3. Ask learners to recall key activities and / Can be facilitated in synchronous

concepts discussed learning session
4. Reinforce what teacher has taught /
5. Assess whether lesson has been /
mastered
6. Transfer ideas and concepts to new Can be facilitated in synchronous
situations learning session

◼ I can give the links of the video lessons found in youtube.
◼ I can give the links of the video lessons found in youtube.
1. through Messenger
2. through Google Classroom/Meet
3. through personal meetings with parents

ACTIVITY 5
FORMATIVE SUMMATIVE
Assessment is done to Both are essential Evaluate how much a

check students’ prior parts of any lesson or student has learned at the
knowledge. curriculum. end of the lesson.
Assessment is done to This include final exams,

see real time learning of quarterly exams and final
the students. projects.
Provide instant The learners exam results

feedback. is compared against a
standard.

ACTIVITY 6
use it in DL.
Example: I will send a three-item quiz via text message before the lesson. Based
Short quiz on the responses, I will take note of the common misconceptions and
clarify them to the learners during our online session or via text
message.
1. Short Quiz I will send it through google forms.
2. Summative I will send it through google forms.

Test
3. Short quiz I’ll screen shot or post the activity itself in our messenger group.
4. Performance I’ll give instructions through our GC or through sms. The output will be
Task posted in Padlet.
5. Group I’ll give instructions through our GC, Google Meet or SMS. The outputs
Performance can be passed with the answered modules or it can be posted in Padlet.
Task

Activity 7
learner.
of the learner.
2. Testimonies of parents/guardians and learning /
portfolio.
teachers set.


ACTIVITY 1

content.
a take. c. Learning competencies

b learning outputs preferred by the learner/parent d. Learning task
ACTIVITY 2


GRADE 9 – ENGLISH
QUARTER 2 /WEEK 1
JANUARY 18 - 22, 2021
DAY AND TIME LEARNING LEARNING LEARNING TASKS MODE OF

AREA COMPETENCY DELIVERY
8:30 – 9:00 ENGLISH Identify types and The teacher explains Answers are
9 - DIAMOND features of short Prose, Types of Prose, brought to
(TUE) prose. (EN9WC-IIf- Primary Sub- Genres school on a
9:00 – 9:30 9.2) of Fiction and Non – Saturday when
9 - GARNET (FRI) Fiction and the there is retrieval
9:50 – 10:20 Features of Short and distribution
9 - RUBY (THU) Prose. of modules.
10:20 – 10: 50
9 - JADE (WED) The teacher gives
10:50 – 11:20 directions on how to
9 - PEARL answer Practice
(MON) Exercise 1 on page 3
of their modules.
8:30 – 9:00 ENGLISH Use literary The teacher explains Answers are
9 - DIAMOND devices and Literary Devices, brought to
(TUE) techniques to craft Literary Elements and school on a
9:00 – 9:30 short prose forms examples, Literary Saturday when
9 - GARNET (FRI) (EN9WC-IIh-9.3) Techniques and there is retrieval
9:50 – 10:20 examples. and distribution
9 - RUBY (THU) of modules.
10:20 – 10: 50 The teacher gives
9 - JADE (WED) instructions on how
10:50 – 11:20 to answer Practice
9 - PEARL Exercise 1 on page 8
(MON) of their modules.
8:30 – 9:00 ENGLISH Compose forms of The teacher Answers are

9 - DIAMOND narrative writing. introduces narrative brought to
(TUE) (EN9WC-IIi-9) writing in general. She school on a
9:00 – 9:30 also explains the Saturday when
9 - GARNET (FRI) types, characteristics, there is retrieval
9:50 – 10:20

9 - RUBY (THU) and major forms of and distribution

10:20 – 10: 50 narrative writing. of modules.
9 - JADE (WED)
10:50 – 11:20 The teacher gives
9 - PEARL instructions on how
(MON) to answer Practice
Exercise 1 on pages
13 – 14 of their
modules.
8:30 – 9:00 ENGLISH Use adverbs in The teacher reviews Answers are
9 - DIAMOND narration. (EN9G- Adverbs. She then brought to
(TUE) IIa-19) explains the 5 types school on a
9:00 – 9:30 of adverb: Time, Saturday when
9 - GARNET (FRI) Place, Degree, there is retrieval
9:50 – 10:20 Frequency and and distribution
9 - RUBY (THU) Manner. of modules.
10:20 – 10: 50
9 - JADE (WED) The teacher gives
10:50 – 11:20 instructions on how
9 - PEARL to answer Practice
(MON) Exercise 3 on pages
19 of their modules.
Elizabeth A. Estoperez Almera M. Alkuino

English Teacher Department Head – English
Noted:
Nunilon L. Moreno
School Prinicipal

ACTIVITY 3
Purpose A tool to guide learners and A tool for monitoring
learning facilitators or learners who lag behind
household partners in based on the results of their
tracking the subject areas to formative and summative
be tackled and activities to assessments
perform at home.
partner partner
Components Learning area, learning Learner’s needs,

competencies, learning intervention strategies,
tasks, mode of delivery monitoring date, learner’s
status
parents?

ACTIVITY 4
Learner’s Name: Marrielle B. Torrente

Grade Level: 9

English The learner The adviser January 28, /
moved to contacted 2021
Imus, the parents.
Cavite last
November The adviser
due to contacted
family the learner
concerns. through
Parents messenger.
were not
able to get The adviser
the sent
student’s activities
modules through
and the messenger.
student
was not
able to
attend
online
classes.

need to be revised.
Intervention


Position Teacher I

ACTIVITY 1

A type of instructional method wherein both teachers and
Face-to-face (F2F) learning learners are inside in classroom set up. It involves a live
interaction of the teachers and learners.
It involves learning wherein the students are not always
physically present at school. It correlates also with online
Distance Learning
learning which includes a virtual class set up via learning
management system such as mail or meet, zoom etc.
It involves both traditional (Asynchronous) and online
Blended learning (Synchronous) type of learning.
Classes are done at home. Usually conducted by parent,
Homeschooling tutor, or an online teacher.

ACTIVITY 2

Printed materials / Self-Learning Modules Pack modules and Guide and assist their Provide modules for
modules as (SLM) Learning Activity Sheets children education at learners.
preferred to (LAS) to be distributed to home.
traditional way of Learning Activity Sheets parents/guardians.
teaching of (LAS) Return modules to
learning. Help deliver modules. assigned person.
Textbooks
Provide Weekly Home Contact teachers for some
Learning Plan (WHLP) concerns.
Attend to learners’
Modular Distance
questions on some
Learning (MDL)
difficult topics thru text or
phone calls.
Sort and replenished

modules.
Check modules.
Record the scores of the

checked activities from
the modules.

Involves teacher- Learning Activity Sheets Provide Weekly Home Guide and assist Monitor teachers and
student interaction (LAS) Learning Plan (WHLP) their children learner’s interaction via
and student- education at home online learning.
student interaction Power Point Presentation Provide Power Point thru online
via learning (PPP) made by teachers. Presentation (PPP) learning/education.
management
system such as Teacher made video Provide self- made video Contact teachers for
mail, fb lesson/presentation lesson/presentation. some concerns.
Online Distance messenger, fb
Learning (ODL) page zoom, meet Check learners output thru
etc. e-learning.
Attend to parents and

learner’s questions on
difficult topics thru phone
calls, text or messages, fb
messenger and fb page.
Concise and Smart TV Provide Weekly Home Guide and assist Provide learning videos
precise Learning Plan (WHLP) their children and activities thru TV-
presentation of the Television with cable education at home Based learning.
T-learning. connection Provide Learning Activity thru online
TV-Based
Sheets (LAS) learning/education.
Instruction (TVBI)
Textbooks
Attend to learners’ questions Contact teachers for
Learning Activity Sheets on some difficult topics thru some concerns.
(LAS) text or phone calls.

Check learners’ output.
Expand access to Radio Provide Weekly Home Guide and assist their Provide learning activities
education by Learning Plan (WHLP) children education at thru audio
bringing it to Learning Activity Sheets home thru online
where the learners (LAS) Provide Learning Activity learning/education.
are and enable Sheets (LAS)
them to acquire Textbooks Contact teachers for some
Radio-Based
basic education Attend to learners’ concerns.
Instruction (RBI)
through broadcast questions on some
of lessons. difficult topics thru text or
phone calls.
Increased student Self-Learning Modules Provide Weekly Home Guide and assist their Provide modules for
engagement in (SLM) Learning Plan (WHLP) children education at learners.
learning. home thru online
Learning Activity Sheets Provide learning/education. Monitor teachers and
Blended Distance Enhanced teacher (LAS) Learning Activity Sheets learner’s interaction via
Learning and student (LAS) Contact teachers for some online learning.
interaction. Power Point Presentation concerns.
(PPP) made by teachers. Check learners output thru
e-learning.
Improved student Teacher made video

learning outcomes. lesson/presentation. Attend to parents and

learners’ questions on
Textbooks difficult topics thru phone
calls, text or messages, fb
messenger and fb page.

ACTIVITY 3
Consider the situation in your School/Division—your organizational capabilities, your level of
resources (infrastructure, financial, human), level of experience in DL, health and safety status, context
and capacities of your learners and their households, etc. Then rank the DL types—MDL, ODL, TVBI,
RBI, and BL—from easiest to most difficult to implement. Give the reasons for your ranking of each.
1 MDL This is the easiest because it is only a matter of giving and

receiving modules from the learners
2 BL Not all students can engage to this type of DL because of
individual differences
3 TVBI Because some of the learners are focusing on gadgets
nowadays
4 RBI Because some of the learners are focusing on gadgets
nowadays
5 ODL Less face-to-face interaction due to our current situation.
Not all students can engage to this kind of learning
modality.

ACTIVITY 4
The LCP assures that all possible measures will be taken to ensure that no child will be excluded
from learning during the COVID-19 crisis. Think about groups of learners in your School/Division who
might require special consideration to be able to participate in DL.
Describe what targeted interventions you would develop to include them. Listed below are some
examples which may be relevant to your context. Add others as appropriate.

Learners without parents or • The teacher encouraged the learner to keep
household member who can guide motivated and have patient to study of course
and support their learning at home with the teachers’ concern by giving follow
ups to their lesson and it can be done via
text, chats or voice calls to the students.
Beginning readers (K to 3) • They can be facilitated by their
parents/household partner and can be done
via Self-Learning Modules (SLM) and
Learning Activity Sheets (LAS) and Weekly
Home Learning Plan (WHLP)
• Follow up by the teacher via call/text, mail,
fb messenger
Struggling readers (Graders 4-12) • Teachers may provide drills, short passages
with questions attached to be done via
internet-based resources or maybe through
phone calls.

fb messenger
No access to devices and internet • The teacher will send them material/s such as
Self-Learning Modules (SLM), Learning
Activity Sheets (LAS) and Weekly Home
Learning Plan (WHLP) to be delivered by
assigned parent leader/ barangay officials.

fb messenger
Inaccessible (living in remote • The teacher asked for the help of barangay
and/or unsafe areas) officers for delivery of the printed materials.

fb messenger.
Indigenous People • The teacher will give learning materials such

as textbooks and Learning Activity Sheets
(LAS) using (MTB) Mother Tongue Based.
Persons with Disabilities • Provide them Self Learning Modules (SLM),

Learning Activity Sheets (LAS) Weekly
Home Learning Plan (WHLP)
• Coordinate with their Special Education

teacher so that you may know the updates
with regards to their academic and social
improvement.
• Textbooks and can be facilitated by

parents/guardians.

fb messenger
Others? Specify


Position Teacher I

ACTIVITY 1
Questions Answers
1. What is Lesson Designing or Lesson • Lesson designing or lesson planning is the
Planning? process of determining what learning
opportunities students in school will have by
planning “the content of instruction, selecting
teaching materials, designing the learning
activities and grouping methods, and
deciding on the pacing and allocation of
instructional time” (Virginia Department of
Education, as cited in DepEd Order No. 42, s.
2016).
• Well-prepared and well-planned lessons are
fundamental to ensuring the delivery of
quality teaching and learning in schools.
2. Why is lesson designing important? Lesson designing helps ensure that:

• time is maximized for instruction and
learning.
• lessons are responsive to learner’s needs.
• teachers set learning targets for learners.
• teachers carry out a lesson successfully.
• teachers master their learning area content.
• teachers become more reflective about their
teaching.
• learners successfully reach the set learning
goals.
3. What are the three elements or 1. Clearly articulated lesson objectives

components of a well-designed lesson? 2. Well-selected and logically sequenced
presentation of learning resources and
activities to help learners meet the
objectives.

3. Appropriate and timely assessment activities
that provide relevant information and
feedback for both teachers and learners.
ACTIVITY 2
Refer to the list of learning tasks and identify which section of the lesson these learning activities
can be presented by placing each task under the appropriate column.

• Review previous • Provide learners with • Wrap up activities.
lesson. feedback.
• Emphasize key
• Clarify concepts from • Check learners’ information and
previous lesson. understanding. concepts discussed.
• Present warm-up • Explain, model • Ask learners to recall

activities to establish demonstrate and key activities and
interest in new lesson. illustrate Check concepts discussed.
learner’s prior
• Check learner’s prior knowledge about the • Reinforce what teacher
knowledge about the new lesson. has taught.
new lesson.
• The concepts ideas, • Assess whether lesson
• Present connection skills, or processes of has been mastered.
between old and new the students.
lesson and establish • Transfer ideas and
purpose for new concepts to new
lesson. situations
• State lesson objectives

as guide for learners.
ACTIVITY 3

I. Objectives
II. Content

IV. Procedures
V. Remarks
VI. Reflection
Answer:
VI. REFLECTION – is the part that should be accomplished after the lesson is delivered.
There is a portion where the number of learners who earned 80% in the evaluation is indicated, the
number of learners who needs additional activities for remediation or enhancement is possible.
Teachers can share their thoughts and feelings about their lessons including things about the lesson
that were successfully implemented and which ones need improvement or could be adjusted in the
future.
ACTIVITY 4

Grade Level and Learning Area: Grade 8 – Araling Panlipunan
Lesson/ Topic: Mahahalagang pangyayari na naganap sa
Pagsisimula ng Rome, Roman Republic at
Tagumpay ng mga Plebeian laban sa mga Patrician.
Learning Objectives: MELC: Naipapaliwanag ang kontribusyon ng
kabihasnang Romano.
Tiyak na Layunin: Naipapaliwanag ang
mahahalagang pangyayari na naganap sa
pagsisimula ng Rome, Roman Republic at
tagumpay ng mga Plebeian laban sa mga Patrician.
Learning Resources/ Materials Needed: Self-Learning Modules (SLM)
Power Point Presentation (PPP)
Video lessons with regards to the topic
Learning Activity Sheets (LAS)
Check
if Additional Remarks:
already (ex. can be done via voice calls, can be facilitated by a
Part of Lesson/ Learning Tasks household partner, can be done via e-learning activity sheet, can
present be presented via an internet-based resource, can be facilitated
in the during a synchronous learning session, etc.)
SLM
Before the lesson
1. Review previous lesson / can be facilitated during a synchronous learning
session
2. Clarify concepts from previous / can be done via voice calls/video calls
lesson.
3. Present warm-up activities to / can be presented via an internet-based resource.
establish interest in new lesson.

can be facilitated during a synchronous learning
session.
4. Check learner’s prior knowledge / can be facilitated during a synchronous learning

about the new lesson. session
5. Present connection between old and / can be facilitated during a synchronous learning
new lesson and establish purpose for session
new lesson.
6. State lesson objectives as guide for / can be facilitated during a synchronous learning
learners. session.
can be done via voice calls/video calls.
Lesson Proper
1. Explain, model, demonstrate, and / can be facilitated during a synchronous learning
illustrate the concepts, ideas, skills, or session
processes that students will
eventually internalize.
2. Help learners understand and master / can be facilitated during a synchronous learning
new information. session.
facilitated by a household partner

3. Provide learners with feedback. / can be done via voice calls/ video calls, attached
feedback letter to the activity sheets.
facilitated by a household partner.

session
4. Check for learners’ understanding. / can be done via e-learning activity sheet.

session
After the Lesson
1. Wrap up activities / can be done via e-learning activity sheet.

session
2. Emphasize key information and / can be facilitated during a synchronous learning
concepts discussed session
3. Ask learners to recall key activities / can be done via voice calls/video calls.
and concepts discussed
session

4. Reinforce what teacher has taught / can be facilitated during a synchronous learning
session
5. Assess whether lesson has been / can be facilitated during a synchronous learning
mastered session.
can be done via e-learning activity sheet.
can be done via voice calls/video calls

6. Transfer ideas and concepts to new can be facilitated during a synchronous learning
situations session

1. For learning tasks not found in the SLM you examined, what materials or resources can you
create or curate to supplement the SLM?
2. What kind of additional support can you give: a) the learner, and/or b) the household partner so
that they are guided throughout the lesson?
3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify
current and future lessons?
Answers:
1. link for a video presentation that can be added to what are written in the SLM that were related to
the topic and it must be easily accessible by the students.
2. consultation thru voice calls, text messages, video calls, fb messenger group chats, fb page
3. thru voice calls, text messages, video calls or let the parents attached a feedback letter to the
activity sheets that will be returned to the teacher/adviser with regards to the concerns about the
current and to the future lessons.

ACTIVITY 5
In the policy, you will find out about the two types of assessment: formative and summative.
Take note of the similarities and differences between the two.
FORMATIVE SUMMATIVE
It is a process that Both formative and It is an assessment that is

involves teachers using summative Assessment usually administered
evidence about what are to be used to toward the end of a
learners know and can do measures learners’ learning period to measure
to inform and improve knowledge about the the extent to which the
their teaching. essential learning learners have mastered the
competencies essential learning
competencies.

ACTIVITY 6
teaching? List five methods that you would like to try. For each one, write how you plan to use it
in DL.
I will send a three-item quiz via text message before the

Example: Short quiz lesson. Based on the responses, I will take note of the
common misconceptions and clarify them to the learners
during our online session or via text message.
1. Written Works Learners will be given a weekly Self-Learning Modules
that has activities and practice exercises to be answered in
a weeklong span of time. I will tell the learners what they
are going to answer thru text messages, fb messenger group
chats and fb page. Learners need to accomplish those
learning tasks in given span of time. Feedback and
clarification may be done thru voice or video call, text
messages, fb messenger group chat, fb page and attached
feedback letter to the modules or learners activity/answer
sheets that will be returned to the learners and parents.
2. Performance Tasks After the lesson, focusing on the topic and skill, I will give
1 activity guided by rubrics along with the modules once a
week depending on the topic. Learners need to accomplish
those learning tasks in given span of time. Feedback and
feedback letter to the modules or answer sheets that will be
returned to the learners and parents.
3. Formative Assessments I will include it in the learning activity sheet to be given

weekly along with the modules. Based on the responses,
feedback and clarification may be done thru voice or video
call, text messages, fb messenger group chat, fb page and
attached feedback letter to the modules or answer sheets
that will be returned to the learners and parents.

4. Summative/Quarterly I will give it once at the end of the quarter and or test item
Assessments will be given via pen and paper type of test so that it will
uniformly give to all students so that it will be easily
checked and monitored by the teachers after it will return
to the teachers. Feedback and clarification may be done
thru voice or video call, text messages, fb messenger group
chat, fb page and attached feedback letter to the modules or
answer sheets that will be returned to the learners and
parents.
5. Portfolio I will instruct the class at the beginning of each quarter to

gather and keep all their outputs that will serves as evidence
and mov’s of what they do each quarter, and after that, they
are going to submit and write for the whole quarter. It will
be checked and noted at the end of the quarter upon the
retrieval of learner’s output thru parents. Feedback and
feedback letter to the portfolio of every learner that will
serves as a communication tool to both teachers, learners,
and parents.

ACTIVITY 7
learner.

of the learner.
portfolio.
portfolio.
teachers set.


Position Teacher I

ACTIVITY 1

content.
a
take. c. Learning competencies
b 4. This refers to the method of submission of
learning outputs preferred by the learner/parent d. Learning task
ACTIVITY 2
***Weekly Home Learning Plan is attached at the last part of this document.

ACTIVITY 3

Purpose • A tool to guide • A tool for
learners and learning monitoring learners
facilitators or who lag behind
household partners in based on the results
tracking the subject of their formative
areas to be tackled and summative
and activities to assessments.
perform at home
For Whom? • Learners and • Teachers and
learning facilitator or learning facilitator or
household partner household partner
Components • Learning Area • Learner’s Needs

• Learning • Intervention
Competencies Strategies
• Learning Tasks • Monitoring Date
• Mode of Delivery • Learner’s Status
Has to be communicated to • Yes • Yes
parents?

ACTIVITY 4
Learner’s Name: JANICE VENICE SY

Grade Level: GRADE 8
Learner’s Status
Learning Intervention Monitoring
Learner’s Needs Insignificant Significant
Area Strategies Provided Date Mastery
Progress Progress
Araling Adaptability * Seek help from a February
Panlipunan Struggle capable immediate 15, -
8 Cannot family member to February
Kasaysayan understand well help the learner in 22, 2021
ng Daigdig the lesson in their answering the
Self-Learning modules.
Modules * Give sufficient
especially in time for the learner to
analyzing the accomplish the
historical learning task.
background of the * Assist the learner
different by monitoring her
civilizations thru text messages,
raised in Africa voice call/video call,
fb messenger.

need to be revised.
Intervention


Position Teacher I
Session Topic Module 3B – Learning Resources
LDM 2 | MODULE 3B | LESSON 3 OUTPUTS
LEARNING RESOURCE MAPS FOR DISTANCE LEARNING
1. Connected and relevant to the /

MELCs?
2. Appropriate to the grade level and /

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 /

7. the layout and format easy to read /


➢ Yes, the materials were 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 LR.

Subject: Araling Panlipunan 8 Week No. 1 (January 11-15, 2021) Quarter: 2
Day and Time Learning Area Learning Learning Task Mode of Delivery
Competencies
ARALING 1. NASUSURI ANG Sagutan ang mga sumusunod na -Sagutin sa isang buong
PANLIPUNAN KABIHASNANG gawain: papel ang mga gawain.
MINOAN AT
M-Th-F Kasaysayan ng MYCENAEAN AT DAY 1 -Pagkuha ng larawan ng
8:00am-8:30am Daigdig KABIHASNANG output at ipadala ito sa
(MOLAVE) KLASIKO NG *Gawain #1: “FILL-IN-THE-BLANKS” FB group page ng
GREECE. Panuto: Punan ang nawawalang section.
titik.
(1-10 items) -Pagpapanood ng mga
video lesson na may
M-T-W *Pagtataya: kaugnayan sa bawat
8:30am-9:00am Panuto: Basahin at unawain ang paksang tatalakayin.
(KAMAGONG) bawat aytem. Bilugan ang titik ng
tamang sagot.
(1-10 items)

DAY 2
W-Th-F *Gawain #3:

9:00am-9:30am Panuto: Isulat ang salitang TAMA
(MAHOGANY) kung ang pangungusap ay tama
at isulat ang MALI kung di wasto.
(1-10 items)
*Pagtataya:
W-Th-F Panuto: Bilugan ang titik ng
10:20am-10:50am tamang sagot.
(ACACIA) (1-10 items)
DAY 3
*Gawain #3: MISSING LETTERS

W-Th-F Panuto: Punan ng tamang letra
10:50am-11:20am ang bawat puwang upang
(LAUAN) mabuo ang tamang sagot sa
katanungan.
(1-10 items)

*Pagtataya:
Panuto: Bilugan ang letra ng
tamang sagot.
(1-10 items)
Prepared by: Noted by:
JAZPER P. DE JESUS LANI M. MENDOZA

Teacher I Teacher in Charge – AP Department
Recommending Approval:
ROGER S. ESCARILLA
Assistant School Principal
Approved:
NUNILON L. MORENO
School Principal

Ènclosure No. 3 to
MODULE 3A LESSON 1: DESIGNING INSTRUCTION IN THE DIFFERENT LEARNING DELIVERY MODALITIES
ACTIVITY 1

Face-to-face learning means teacher and students are in the school physically for the teaching and learning
Face-to-face (F2F) learning activities to be done.
Distance Learning means the learner will be given a learning printed material, soft-copy that can be answered at
self-paced mode at home or in another convenient place to study, wherein parents, elder siblings or a community
Distance Learning
stakeholder can assists the learner. The material is not limited to hard or soft copy, it can also be in a form of
viewing a TV lesson, or radio program
Blended learning means a combination of face-t-face and modular distance learning, face-to-face and
Blended learning online distance learning, face-to-face and TV-based instruction/radio-based instruction and face-to-face and
any combination of other types of distance learning.
Home schooling means the learners has access to formal education while staying in and out-of-school
Homeschooling environment with parents, guardians, or tutors as authorized facilitators instead of classroom teachers.

ACTIVITY 2 DISTANCE LEARNING MATRIX
Distance
Distinguishing Role of Parent or
Learning Essential Resources Role of Teacher Role of School
Feature Household Member
Modality
Monitors the learner
progress and sets a Plans, prepare, monitors
Individualized
feedback mechanism to the performance of pupil
instruction SLMs, as well as
help learners meet the Learning facilitators
where learners textbooks/learners’
Modular Distance MELCs while seeing the who provide learners Collaborates to barangay
use self-learning materials (LMs), copies
Learning (MDL) connection of one lesson with instructional officials
modules (SLMs) of video lessons in a
to the next to reinforce the support as needed
in print or digital flash drive or CD
coherence of the Accepts donations from
format
curriculum. stakeholders
Teacher SLMs for Alternative Provide orientation for

facilitates Delivery Modes (ADM), Give assignments and learners and parents on
learning and textbooks, primer learning tasks navigating these online
Learning facilitator
engages lessons, activity sheets, platforms
that supervise and
Online Distance learners' active teacher-made videos Facilitates learning and
monitor the screen
Learning (ODL) participation and supplementary engages learners active Organize professional
time of the learners
using various materials, and open participation using development activities to
technologies educational resources technologies enhance teachers
connected to the (OERs). SLMs and understanding of and skills
internet while primer lessons in the use of LMS

they are converted into different
geographically digital forms such as Determine the
remote from interactive lessons or appropriateness of certain
each other electronic books (e- learning management
books) and DepEd systems in the delivery of
Learning Resources instruction
Portal, DepEd
Commons and/or
different DepEd
recognized learning
management systems
Use of television Enhancement of
programs on understanding of key
channels or concepts and clarifications
stations on possible areas of
Provide the learners, as
dedicated to confusion in the lesson
TV-Based well as their
providing that was viewed to shall Serves as a guide
Instruction TV – based lessons parents/guardians/learning
learning content be done during home during viewing time
(TVBI) facilitators the broadcast
to learners as a visits by subject area
schedule of lessons
form of distance teacher/learning facilitator
education. wherever possible or
through phone calls, SMS,
among others

Enhancement of
Use of radio understanding of key
programs on concepts and clarifications
channels or on possible areas of
provide the learners, as
stations confusion in the lesson Guidance from
well as their
Radio-Based dedicated to that was listened to shall parents/learning
Radio based-lessons parents/guardians/learning
Instruction (RBI) providing be done during home facilitators during
facilitators the broadcast
learning content visits by subject area listening time
schedule of lessons
to learners as a teacher/learning facilitator
form of distance wherever possible or
education through phone calls, SMS,
among others
SLMs, as well as
Any combination
textbooks/learners’
of the above DL Ensure the quality of
materials (LMs), copies
types. Thus: education
of video lessons in a
flash drive or CD Provide the learners, as
MDL and ODL Provide supplementary
well as their
Blended Distance MDL and materials to those who
SLMs for Alternative parents/guardians/learning Learning facilitator
Learning TVBI/RBI have insignificant
Delivery Modes (ADM), facilitators the broadcast
ODL and
textbooks, primer schedule of lessons
TVBI/RBI Plan a LAC strategies to
lessons, activity sheets,
ODL, TVBI/RBI enhance the learning
teacher-made videos
and MDL progress of pupils
and supplementary
materials, and open

educational resources
(OERs). SLMs and
primer lessons
converted into different
digital forms such as
interactive lessons or
electronic books (e-
books) and DepEd
Learning Resources
Portal, DepEd
Commons and/or
different DepEd
recognized learning
management systems
TV and radio based-

lesson

ACTIVITY 3
Consider the situation in your School/Division—your organizational capabilities, your level of resources (infrastructure, financial, human), level of experience in DL,
health and safety status, context and capacities of your learners and their households, etc. Then rank the DL types—MDL, ODL, TVBI, RBI, and BL—from easiest to most
difficult to implement. Give the reasons for your ranking of each.
1 MDL Module is readily available
2 BL It is combined with others so there are lots of resources to

be utilized
3 TV BI Almost all learners have television
4 ODL Some still don’t have internet connectivity, if there is,

connection is not stable.
5 RBI Radio is obsolete

ACTIVITY 4
The LCP assures that all possible measures will be taken to ensure that no child will be excluded from learning during the COVID-19 crisis. Think about groups of learners in
Learners without parents or Coordinate with the Barangay Officials or BHW assigned in their area.
household member who can guide
and support their learning at home Asked the help of some concerned neighbor or relatives
Beginning readers (K to 3) Provide reading materials and parents should facilitate and ask the family member to assist the student
Struggling readers (Graders 4-12) Provide reading materials and parents should facilitate and ask the family member to assist the pupil
No access to devices and internet Coordinate with the Barangay Officials/ SK Officials or other private institutions
Inaccessible (living in remote Coordinate with the Barangay Officials/ Civic Volunteer/ BHWs
Indigenous People Prepare localized/indigenized materials
Persons with Disabilities Access to SPED Learning Materials to address their needs.
Others? Specify N/A


MODULE 3A LESSON 2: LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE
DIFFERENT LDMs
Ènclosure No. 3 to
ACTIVITY 1
Questions Answers
1. What is Lesson Designing or Lesson Lesson designing/planning is the process of
school will have by planning “the content of
the learning activities and grouping methods, and
deciding on the pacing and allocation of
instructional time. Well-prepared and well-planned
lessons and fundamental to ensuring the delivery of
quality teaching and learning in schools. In order
for the design to be effective, teachers need to
consider the learners’ characteristics and be
responsive to the needs of the learners.
2. Why is lesson designing important? The importance of lesson designing to help ensure
that time is maximized for instruction and learning,
lessons are responsive to learners’ needs and
learners successfully reach the set learning goals.
Where the teachers set learning targets for
learners, carry out a lesson successfully, master
their learning area content and became more
reflective about their teaching.
3. What are the three elements or -Objectives are clearly articulated

components of a well-designed lesson? -Learning activities are arranged sequentially and
the resources are well- selected to help the learners
meet the objectives
-Appropriate and timely assessment activities that
teachers and learners

ACTIVITY 2
Refer to the list of learning tasks and identify which section of the lesson these learning activities can be
presented by placing each task under the appropriate column.

1. Review of the 1. Explain, demonstrate, and 1. Wrap-up activities
previous lesson illustrate the concepts, ideas, 2. Emphasize key
2. Clarify concepts from skills, or processes that information and
previous lesson learners will eventually concepts discussed
3. Warm-up/Drill internalize 3. Ask learners to recall
4. Check learners’ prior 2.Help learners understand key activities and
knowledge about the and master new information concepts discussed
new lesson 3.Provide learners with 4. Reinforce what teacher
5. Connect the previous feedback has taught
lesson to the new 4.Check for learners’ 5. Assess whether lesson
lesson and establish understanding has been mastered or
the purpose of the not
new lesson 6. Transfer ideas and
6. State lesson objectives as concepts to new situations
guide for learners
ACTIVITY 3

I. Objectives
II. Content
IV. Procedures
V. Remarks
VI. Reflection
Answer: VI. Reflection – is the part that should be accomplished after the lesson is
delivered. There is a portion where the number of learners who earned 80% in the
evaluation is indicated, the number of learners who needs additional activities for
remediation or enhancement if possible.

ACTIVITY 4
Learning Delivery Modality: BLENDED

Grade Level and Learning Area: AP8
Lesson/ Topic: Mahahalagang Kaganapan sa kabihasnan ng
Africa
Learning Objectives: Nasusuri ang mahahalagang kaganapan
sa Kabihasnan sa Africa
Learning Resources/ Materials Needed: MELC, ADM modules
Additional Remarks:
Before the lesson
1. Review previous lesson

2. Clarify concepts from previous lesson.
3. Present warm-up activities to establish
4. Check learner’s prior knowledge about can be done via a learning
the new lesson. activity sheet
5. Present connection between old and new can be facilitated during a
lesson and establish purpose for new synchronous learning
lesson. session
6. State lesson objectives as guide for can be done via a learning
learners. activity sheet
Lesson Proper
1. Explain, model, demonstrate, and can be done via a learning

illustrate the concepts, ideas, skills, or activity sheet
internalize.
2. Help learners understand and master new
information.
3. Provide learners with feedback. can be done via a learning
activity sheet

4. Check for learners’ understanding.
After the Lesson

1. Wrap up activities can be done via a learning
activity sheet
2. Emphasize key information and concepts can be done via a learning
discussed activity sheet
3. Ask learners to recall key activities and can be done via a learning
concepts discussed activity sheet
4. Reinforce what teacher has taught can be done via a learning
activity sheet
5. Assess whether lesson has been mastered can be done via a learning
activity sheet
6. Transfer ideas and concepts to new can be done via a learning
situations activity sheet

Answers:
1. The teacher can provide other assessment forms like quizzes or test.
The teacher may provide supplementary resources like video presentations to
sustain what has been discussed.
Ask the students to make a relevance of the things they have learned, reiterate
the values and the importance of the lesson in their lives/ daily situations
2. To the learner, I will guide the students by providing them more examples of the
concepts in the SLM for them to understand the lesson better
To the household partner, I will assist them by giving the schedules of activities
and other supplementary materials for them to have more references
3. The teacher can make use of the group chat (gc), text messages, calls to make
an update about the students progress while taking the tasks/ activities and set
more examples using technologies and other reliable references.

ACTIVITY 5
In the policy, you will find out about the two types of assessment: formative and summative. Take note of the
similarities and differences between the two.

ACTIVITY 6
Which assessment methods can you adapt in DL considering the content area that you are teaching? List five
methods that you would like to try. For each one, write how you plan to use it in DL.
Example: I will send a three-item quiz via text message before the lesson. Based
Short quiz on the responses, I will take note of the common misconceptions and
clarify them to the learners during our online session or via text
message.
1. Essay Provide the rubrics in the activity sheets. Then, parents will assess
the output through the assistance of the teacher
2. Demonstration The learners will send recorded performance through a given link.
/ Practicum / The teacher will give feedback to the learners individually through text
Performance / messenger.
Task
3. Quarterly Test Teachers can use mechanisms in Learning Management Systems to

increase academic integrity.
4. Weekly Test / Students can submit short but weekly papers to assess whether or
Assessment not the students are understanding the material for that particular
week.
5. Reflection The teacher may provide a question via text or FB messenger for the
learners to ponder. Provide and discuss the rubrics to be used for the
activity.

ACTIVITY 7
Answer the following quiz to check your understanding about using a portfolio to assess the learner.

1. A portfolio mainly displays the academic achievements
of the learner.
2. Testimonies of parents/guardians and learning
3. There is a fixed list of items that should be included in a
portfolio.
4. The teacher can only comment on a learner’s portfolio.
5. For asynchronous learning, teachers allow learners to

teachers set.
6. The learners may submit, store, and manage their
7. Portfolios of DL learners with outputs in hard copies or

Ènclosure No. 3 to
MODULE 3A LESSON 3: GUIDING AND MONITORING IN THE DIFFERENT LDMs
ACTIVITY 1
Answer the simple check-up quiz below.
Read and match the descriptions in column A with the terms in column B

content.


ACTIVITY 2

ACTIVITY 3

Purpose A tool to guide learners and A tool for monitoring
learning facilitators or learners who lag behind
household partners in based on the results of their
tracking the subject area as formative and summative
well as the learning activities assessments
to be answered and
performed at home
according to the schedule
facilitators or household facilitators or household
partners partners
Components Learning area, learning Learners’ needs,

competencies, learning intervention, strategies,
tasks, mode of delivery monitoring date, learners’
status

parents?

ACTIVITY 4 - INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE
Learner’s Name: JUAN DELA CRUZ

Grade Level: G8
Learner’s Status
Intervention
Learning Learner’s Monitoring Insignific
Strategies Significant
Area Needs Date ant Mastery
Provided Progress
Progress
ARALING Naipapaliwanag Ang guro ay February 22-
PANLIPUNAN ang magpapakita 26, 2021
mahahalagang ng iba pang
pangyayari na halimbawa:
naganap sa 1.
pagsisimula ng Natatalakay
Rome, Roman ang
Republic at mahahalagang
tagumpay ng pangyayari sa
mga Plebeian paglaganap ng
laban sa mga kapangyarihan
Patrician ng Rome,
Digmaang
Punic at
tagumpay sa
Silangan
2. Naiisa-isa
ang mga
kontribusyon
ng
Kabihasnang
Romano sa
larangan ng
batas,
inhenyeriya,
panitikan,
pananamit at
arkitektura


need to be revised.
Intervention


Position Teacher I

ACTIVITY 1

The traditional classroom or face-to-face instruction is when
the instructor and the students of a nonprofit educational
Face-to-face (F2F) learning institution are in a place devoted to instruction and the
teaching and learning take place at the same time. In this
setting all performances and displays of a work are allowed.
A distance learning is simply an educational course that is
delivered remotely, meaning that students can complete
Distance Learning
some or all of their coursework without having to be
physically present in a classroom.
Blended courses (also known as hybrid or mixed-mode
Blended learning courses) are classes where a portion of the traditional face-
to-face instruction is replaced by web-based online learning.
Homeschooling is a kind of learning wherein “parents drive
the learning and education,” as opposed to home-based
Homeschooling
learning where teachers and schools are still the ones in
charge of the child's education.

ACTIVITY 2

Individualized
instruction where Support system in the
students use self- Facilitator Co-facilitator provision of modules and
learning modules other resource materials
(SLMs)
Can be through Support system in the
synchronous and provision of internet
asynchronous connectivity when teachers
Online Distance platforms; requires face intermittent
Learning (ODL) both teacher and connection at home and
learners to have other technological and
stable internet digital materials to
connectivity actualize ODL.
TV-Based Uses television- Television broadcasting Facilitator Co-facilitator Support system in the
Instruction (TVBI) broadcasted equipment, modules, provision of television
programs in worksheets, video lessons broadcasting equipment.
delivering learning taught by broadcaster Must steer the selection of
to learners television broadcasters
from pool of teachers.
Must provide formal
orientation on the

availability and schedule of

DepED programs which
are television broadcasted.
provision of
radiobroadcasting
Uses radio-
selection of
Radio-Based radiobroadcasters from
Instruction (RBI) pool of teachers. Must
to learners
schedule of DepED
programs which are
radiobroadcasted.
modules

ACTIVITY 3


ACTIVITY 4

Learners without parents or household  The learner can be provided with
member who can guide and support their appropriate material that he/she can learn
learning at home by employing independent leaning.
 The teacher will supervise the
learner’s progress by contacting him
through sms, call or telecommunication
tools like messenger.
Slow learners  The teacher may utilize individualized
particular learner.
 Lessons that can trigger learner’s
enthusiasm to learn should be created to
let slow learners will be engaged and
involved.
Struggling readers  Exercises will be of big aid for learners
who find reading a struggle. Teachers
may provide drills, short passages with
 Teachers may provide opportunities for
important that we keep on contacting
these learners to ensure consistent
No access to devices and Internet  The production of quality assured
printed self-learning modules will be a
tremendous help to maintain learning
processes.
Indigenous People  Indigenous people’s needs should be
acknowledged so that they will have a

sense of belongingness within a group.

 The teacher will provide SLMs in
printed or digital form that will be suited the
cultural or traditional orientation of the
learner
Persons with Disabilities  The teacher will produce quality
assured SLMs intended for the learner
with special needs either in printed of
digital format.
 The teacher will coordinate regularly
with the SPED teacher and refer the
learner to him/her.
 The teacher will produce video
instructions that will serve as guide or
model for the learner and the learning
facilitator to achieve success of learning


Position Teacher I

ACTIVITY 1
Questions Answers
1. What is Lesson Designing or It is a teacher's daily guide for what students need to learn, how it will be
Lesson Planning? taught, and how learning will be measured.
2. Why is lesson designing It is important because teachers need to think about the course content in
important? advance so that it will not only be a high-quality class, but especially so
that it fits into the available timeframe. Without planning, you may not
have time to teach everything you meant to be learn by the students.
3. What are the three elements or Clear objectives, presentation of activities and learning resources, and
components of a well-designed relevant assessment.
lesson?
ACTIVITY 2

illustrate concepts
lesson
ACTIVITY 3

I. Objectives
II. Content
IV. Procedures
V. Remarks
VI. Reflection
Answer:

Reflection is the part of the Daily Lesson Log or Daily Lesson Plan that needs to be
accomplished after the lesson is delivered so the teacher can have a general view of how the teaching-
learning process took place. Since the Reflection Part provides relevant questions regarding the
mastery of the students of the learning objectives, it allows for a responsive plan whether to reteach,
provide more exercises, or remediate. Thus, reflection must be accomplished immediately after the
lesson is delivered.
ACTIVITY 4
Grade Level and Learning Area: Grade 8 English
Lesson/ Topic: Positive and negative messages conveyed in a text.
Learning Objectives: Discern positive and negative messages conveyed
in a material.
Learning Resources/ Materials Needed: Printed Modules, Digital Modules, PowerPoint
presentation
Additional Remarks:
Before the lesson
explanation
explanation
the new lesson.
lesson. explanation
learners.
Lesson Proper


internalize.
information.
explanation.
After the Lesson
discussed the SLM. To fill the gap, emphasis
of key concepts can be done
during the synchronous class. For
modular students, teacher can
create an outline of the lesson or
list down the key concepts of
lesson and have them sent via
Facebook messenger in group
chats and other platforms
available.
concepts discussed
explanation.
applications.
1. For learning tasks not found in the SLM you examined, what
materials or resources can you create or curate to supplement the
SLM?
2. What kind of additional support can you give: a) the learner, and/or
b) the household partner so that they are guided throughout the
lesson?
3. How can the teacher gather feedback on the different learning
tasks, in order to refine or modify current and future lessons?
Answers:

1. Various materials such as outlines of key concepts, additional reinforcement

activities, video lessons can be curated to fill the dearth in the reviewed SLM.
learning materials can also be sent through group chats or posted in Google
classrooms, so students who miss synchronous classes can keep track of has been
discussed.
verbal reflections about the lesson. For time constraints, feedback can also be
gathered via multiple platforms such as sms, Facebook messenger, group chats,
google classrooms. Meanwhile during retrieval and distribution of modules, feedback
can also be extracted through parent-teacher conversations with respect to IATF
health protocols.
ACTIVITY 5
FORMATIVE SUMMATIVE

learning process Both aim to provide completion of the lesson
Purpose is to improve feedback to students Purpose is to evaluate
students’ learning via Both are essential students’ achievements
immediate feedbacking parts of the curriculum Includes almost all, if not
Includes little content Both can be done by all, the content areas of
areas learners individually, the lesson
Can be done informally in pair or dyad, in Must be done formally
and spontaneously triad, or in groups. through result-oriented
during class sessions task

ACTIVITY 6
use it in DL.

Assessment Method
Distance Learning
Example: Short quiz
I will prepare activities that will be done
individually to assess student’s mastery of the
1. Practice Exercises lesson. Moreover, I will maximize the
functional worksheets and curate available
exercises to reinforce mastery.
Weekly published series of questions on
activity sheets that are designed to help
2.Quizzes
students understand the lesson taken up for
the week.
Students will prepare a portfolio quarterly to
monitor their achievement and learning
progress. This portfolio, which can be in the
form of powerpoint presentation, PDF files,
3. Portfolio
or infographics, etc., shall be either be
uploaded in a Google drive or shall be shared
publicly via the Google classroom. This will
be submitted at the end of each quarter.
I will make a quarterly test (50 multiple
choice test) in the Google forms and send it to
their social media account. Based on their
response, I will ensure to note and record their
4.Quarterly assessment feedbacks and do remediation afterwards. If
the student doesn’t have any means of online
assessment, remediation such as the use of
printed materials and safe delivery of it will
be performed.
5. Written work/ Reflection Regularly assign brief writing exercises such
as writing journals about their experiences
while studying and answering SLM.

I will task my students to have a written

reflection after every lesson, with this I will
be able to monitor their progress and I will be
able to modify my strategies based on their
outputs.
Moreover, they can also verbalize their
feelings with regard to how they found the
lesson, how they felt about the lesson and
other questions alike after the lesson.
Activity 7
learner.
of the learner.
portfolio.
portfolio.
teachers set.
the actual softcopies of their work saved on a CD/DVD/
USB flash drive.


Position Teacher I

ACTIVITY 1

content.

ACTIVITY 2

WEEKLY LEARNING PLAN AND TEACHER’S TASK`
Teacher : FAITH ANN S. SANTOS

Subject : ENGLISH 8
Weekly Home Learning Plan for Grade 8

Quarter 2, Week 5, February 1-5, 2021
Day & Learning Area Learning Competency Learning Tasks Mode of Delivery
Time SY: 2020-2021
MONDAY
8:00-8:30 English 8
APITONG  Use phrases, Quarter 2, Week 5 Online Teaching
clauses, and
8:30-9:00 ENGLISH 8 sentences Learning competency 1:
FREE TIME appropriately and 1. Show short conversation to the learners
meaningfully.
9:00-9:50 2. Discuss the different types of clause and give examples
BREAK  Summarize key 3. Let the students determine the clauses in the given sentences
TIME information from Learning competency 2:
a text.
9:50-10:20 1. Show a selection and let the students read it.
MAHOGANY 2. Discuss how to summarize the text give mores examples
10:20-10:50 3. Let the students answer the exercises on the module.

LAUAN 4. Make a short conversation using different types of clauses. Online/Offline
Consultation
10:50-11:20
NARRA

ACTIVITY 3
Purpose WHLP is a means to guide IMP is a tool for monitoring
the learners as well as the the STAR (student/s at risk)
facilitators and students based on the result
parents/guardians to know of the administered
the particular or target task formative and summative
and activities that needs to assessments
be perform by the learners.

For Whom? Learners, teacher-facilitator, Learners, teacher-facilitator,

household partner household partner
Components Budget time, learning Learner’s needs and

competencies, tasks, mode intervention/s, learning
of delivery, materials status as well as the
monitoring date and

parents?
ACTIVITY 4
Learner’s Name: Rhicko Josh Tiosen

Grade Level: Grade 8 - Narra
Learning Monitorin
Learner’s Needs Strategies Insignificant Significant
Area g Date Mastery
1. No response/ 1.Communicate Monday-
Disciplines and communication. with parents/ Friday ✔️
Ideas in the 2. Nonsubmission guardians during (During
Social Sciences of activities and consultation Consultatio
(DISS) other performance hours. n hours)
tasks 2. Home visitation February 3,
2021
1. No response/ 1. Communicate Monday-
Introduction to communication. with parents/ Friday

World 2. Nonsubmission guardians during (During ✔️

Religions and of activities and consultation Consultatio
Belief System other performance hours. n hours)
(IWRBS) tasks 2.Home visitation February 3,
2021

need to be revised.
Intervention

NAME OF TEACHER LEAH L. BONIFACIO
POSITION MASTER TEACHER II
TOPIC Module 3A - Designing Instructions in the Different LDMs
ACTIVITY 1
In your own words, define each modality
Questions Answers
1. What is Lesson Designing or Lesson Planning? A lesson plan is the instructor’s road map of what students need to learn and how it
will be done effectively during the class time. It also provides the teacher with a
general outline of her teaching goals, learning objectives, and means to accomplish
them,
and is by no means exhaustive.
2. Why is lesson designing important? Lesson planning is important because it gives the teacher a concrete direction of
what she/he wants to take up for the day. Research has shown that student learning
is correlated to teacher planning. One major explanation is that when plan is ready,
teachers can focus on its implementation.
3. What are the three elements or components of a well-designed - Clearly articulated lesson objectives (What should be taught?)
lesson? - Well-selected and logically sequenced presentation of learning resources
and
- actvities to help learners meet the objectives. (How should it be taught?)
- Appropriate and timely assessment activities that provide relevant
information and feedback for both teacher and learners. (How should
learning be assessed?)
ACTIVITY 2
Individualized *Distribute Self-Learning
instruction where Modules
learners use self-
*Print Self-Learning
learning modules *Provide time frame to
Modules (SLM), Textbooks,
in print or digital work & finish their Serve as learning
Activity Sheets, Learners’ Serve as learning facilitator
format with the assigned task facilitator
Materials-for those
Modular Distance guidance of any
without devices at home *Co-supervise & co-
Learning (MDL) member of the *Monitor learners’ *Co-supervise & co-
monitor the progress of
family or other progress and feedback for monitor the progress of
*Digital Self-learning their children’s learning
stakeholder in the consultation and their children’s learning
Modules for those with
community intervention
any digital devices
trained to serve as
learning *Retrieve & check
facilitator. accomplished activities
Learning facilitator Learning facilitator
A learning delivery
*Guide & supervise the *Guide & supervise the
modality where
*Internet connection, *Facilitates learning learners learners
the teacher
laptops, tablets, *Give assignments and *Monitor the screen time *Monitor the screen time
facilitates learning
smartphones, desktop learning tasks of the learners (follow 20- of the learners (follow 20-
Online Distance & engages
computers, online * Should have access to 20-20 rule- every 20 20-20 rule- every 20
Learning (ODL) learners’ active
resources device/s & connectivity at minutes look away from minutes look away from
participation using
*using platform the school the screen, focus on the screen, focus on object
various
object at least 20 feet at least 20 feet away for at
technologies
away for at least 20 least 20 seconds)
connected to the
seconds)
internet using a
platform.
Refers to the use

of television or
Orient the teachers,
radio programs on
parents, & learners about
channels or
the TV-based and radio-
stations dedicated
based Instruction policies
to providing
& directions to ensure that
learning content
everyone is properly
to learners as a
*Ensure children’s access informed & guided
form of distance TV at home,
to television and radio *Has MOA/MOU with a
education. This Channel, *Supervise & monitor the
*Co-supervise & co- Television Network for the
may not be Radio at home, learners’ progress and
TV-Based monitor the progress of needed airtime/slot
considered as a Stations, provide remediation and
Instruction (TVBI) their children’s learning *Reproduce & provide
sole learning Self-Learning Materials / enhancement when
*Provide guidance to complete & appropriate
delivery modality Supplementary Materials needed and possible
their children content (Learning
as it is usually
Modules/Self-Learning
combined with
Modules in video format
face-to-face
for Q1
learning or other
*Provide &
forms of distance
reference/supplementary
learning such as
materials to the learners
Modular Distance
Learning or online
Distance Learning
Use of radio The school orients the
The parents are willing to
programs on The teacher serves as a teachers, parents and
co-supervise and co-
Radio-Based stations dedicated supervisor and collect all learners about the
MOA with Radio stations monitor the progress of
Instruction (RBI) to providing the finished output of the TV/Radio based instruction
their children’s learning
learning content students policies and directions to
as well as provide
to learners as a ensure that everyone is
form of distance guidance to their properly informed and
education children. guided.
A combination of
the other three
types of distance
learning; Modular The parents are willing to
Schools which adopt any
Distance Learning Adopt any combination of Strategies for learners’ co-supervise and co-
combination of the above
Blended Distance (MDL), Online the above three types of engagement in all types monitor the progress of
three types of DL must
Learning Distance Learning DL learning must meet the of DL shall be utilized by their children’s learning
meet the requirements of
(ODL) and TV- requirements of each type. teachers. as well as provide
each type.
Based Instruction guidance to their children
(TVBI) / Radio-
Based Instruction
(RBI)
ACTIVITY 3
Consider the situation in your School/Division—your organizational capabilities, your level of
resources (infrastructure, financial, human), level of experience in DL, health and safety status,
context and capacities of your learners and their households, etc. Then rank the DL types—MDL,
ODL, TVBI, RBI, and BL—from easiest to most difficult to implement. Give the reasons for your
ranking of each.
1 Modular Fastest way to collect and retrieve finished outputs of the learners.
Distance
Learning
2 Online Not all students have an internet connection/s.
Distance
Learning
3 Blended It is difficult knowing you are using two types of DL
learning
4 Television Difficulty in catching up with scheduled airing of lessons

Based
Instruction
5 Radio-Based Expensive materials especially in preparing script and finished
Instruction output
ACTIVITY 4
The LCP assures that all possible measures will be taken to ensure that no child will be excluded from
learning during the COVID-19 crisis. Think about groups of learners in your School/Division who
might require special consideration to be able to participate in DL.
Learners without parents or Make a weekly supervisor plan for them and check their
household member who can guide modules and activity sheets.
Beginning readers (K to 3) N/A
Struggling readers (Graders 4-12) N/A
No access to devices and internet Provide module for them.
Inaccessible (living in remote and/or Provide module and make sure to check their task
unsafe areas) weekly.
Indigenous People Provide module and make sure to check their task
weekly and make sure if the materials are culture-
friendly.
Persons with Disabilities Provide materials that are suited for their needs.
Others? Specify Provide materials that are suited for their needs, age,
gender, interests etc.
School-aged group

SESSION TOPIC Module 3A - Designing Instructions in the Different LDMs

Activity
Wednesday, February 10, 2021
ACTIVITY 1
Questions Answers
4. What is Lesson Designing or Lesson A lesson plan is the instructor’s road map of what
Planning? students need to learn and how it will be done
effectively during the class time. It also provides the
teacher with a general outline of her teaching goals,
learning objectives, and means to accomplish them, and
is by no means exhaustive.
5. Why is lesson designing important? Lesson planning is important because it gives the
teacher a concrete direction of what she/he wants to
take up for the day. Research has shown that student
learning is correlated to teacher planning. One major
explanation is that when plan is ready, teachers can
focus on its implementation.
6. What are the three elements or - Clearly articulated lesson objectives (What
components of a well-designed should be taught?)
lesson? - Well-selected and logically sequenced
presentation of learning resources and actities
to help learners meet the objectives. (How
should it be taught?)
- Appropriate and timely assessment activities
that provide relevant information and feedback
for both teacher and learners. (How should
learning be assessed?)
ACTIVITY 2
Refer to the list of learning tasks and identify which section of the lesson these learning activities can
be presented by placing each task under the appropriate column.
- Review previous lesson - Provide learners with feedback -Wrap up activities
- Clarify concepts from previous - Check the learners’ understan- -Emphasize key information
lesson ding and concepts discussed
- State lesson objectives and - Explain, model, demonstrate -Assess whether lesson has
guide for learners and illustrate the concepts and been mastered
- Present connection between ideas, skills and processes that -Transfer ideas and concepts to
old and new lesson and students will eventually interna- new situations
establish purpose for new lesson lize. Help learners understand and -Ask learners to recall key
- Check learner’s prior master activities and concepts
knowledge about the new new information discussed
lesson -Reinforce what
-Teacher has taught
ACTIVITY 3

I. Objectives
II. Content
IV. Procedures
V. Remarks
VI. Reflection
Reflection is deliberate and structured thinking about choices. It is an integral step to improving
our practice. The need to reflect in writing DLL/DLP is essential inorder to see if the students have
a grasp on their lesson clearly, or are there confusions while tackling the lesson. The change or
move to best practice comes from the ability to reflect and then use this new understanding to do
things differently in the past.
ACTIVITY 4
Grade Level and Learning Area: G12-UCSP
Lesson/ Topic: - Observations about social, political, and
cultural behavior and phenomena (examples:
food taboos, istambay, political dynasties,
elections)
Learning Objectives: - Demonstrate curiosity and an openness to
explore the origins and dynamics of culture
and society, and political identities
UCSP11/12SPUIa-2
Learning Resources/ Materials Needed: -Module/s, Activity sheets, ppt, digital modules
Additional Remarks:
(ex. can be done via voice calls,
can be facilitated by a household
Check if partner, can be done via e-
Part of Lesson/ Learning Tasks already present learning activity sheet, can be
in the SLM presented via an internet-based
resource, can be facilitated
during a synchronous learning
session, etc.)
Before the lesson
1. Review previous lesson Can be done facilitated by the
teacher during synchronous
session/via call/online based
resource
2. Clarify concepts from previous lesson. Can be done facilitated by the
teacher during synchronous
session/via call/online based
resource or household partner
4. Check learner’s prior knowledge about the Can be done facilitated by the
new lesson. teacher during synchronous
session via google meet
5. Present connection between old and new /
lesson and establish purpose for new lesson.
6. State lesson objectives as guide for learners. Can be facilitated by the teacher
during synchronous session via
google meet
Lesson Proper
1. Explain, model, demonstrate, and illustrate /
the concepts, ideas, skills, or processes that
students will eventually internalize.
2. Help learners understand and master new Can be facilitated by the teacher
information. during synchronous session via
google meet
3. Provide learners with feedback. Can be facilitated by the teacher
and household partner during
synchronous session via google
meet
4. Check for learners’ understanding. Can be facilitated by the teacher
during synchronous session via
google meet
After the Lesson
discussed
3. Ask learners to recall key activities and /
concepts discussed
4. Reinforce what teacher has taught Can be facilitated by the teacher
via internet-based resource i.e.
during online class etc.
6. Transfer ideas and concepts to new situations /

1. For learning tasks not found in the SLM you examined, what materials or resources can you
create or curate to supplement the SLM?
3. How can the teacher gather feedback on the different learning tasks, in order to refine or
modify current and future lessons?
Answers:
1. Provide module for distant learning in order to supplement the inadequate learning task.
2. As an adviser the only additional support that I can give is additional activity sheets, reading
and other supplementary materials.
3. In modular distant learning the only way is to retrieve the modules for checking and for the
teacher adviser to assess and gather feedback.
ACTIVITY 5
In the policy, you will find out about the two types of assessment: formative and summative. Take
note of the similarities and differences between the two.
FORMATIVE SUMMATIVE
Assessment for learning: Assessment of learning to

to make adjustments in measure of the student met the
They're both essential
the lesson may be Performance and content
parts of any
integrated in all parts of standards done after the
curriculum map. Or
the lesson: before the lesson/end of a quarter results
dyad,
lesson, the lesson enable teachers to describe how
proper, and after the well the students learned the
Both aim to provide
lesson results must be standards/competencies for a
feedback to students.
recorded to study the given quarter, which are then
patterns of learning reflected in the class record
Both can be done
demonstrated by the learners may be assessed
individually, in pair, in
students but should NOT individually or collaboratively
triad or in groups.
be used as the basis for should promote self-reflection
grading. and personal accountability
among students about their own
learning may be a written work
or a performance task
ACTIVITY 6
Which assessment methods can you adapt in DL considering the content area that you are teaching?
List five methods that you would like to try. For each one, write how you plan to use it in DL.
1. 5-item Formative Send the 5-item formative assessment through group chat and it will be
Assessment corrected during online meeting in google meet.
2. Essay type Send rubrics of the essay and tell them to achieve the standards given to
assessment (5 get high points. Send it in group chat.
pts.)
3. Portfolio Can either be individual or by group. All individual output for every
grading periods i.e. midterm and finals will be collected . This can be
uploaded thru google classroom, pdf files, use of infographics, banner
etc.
4. Summative exam A two (2) 25-item multiple choice will be given to the students via google
forms. Output will be checked and recorded. Those who will get low
points will be given remedial exam. But for none online students, they
will be provided hard copies for completion.
5. Reflection/Journal Students are task to write their learnings of the lessons discussed.
Outputs can be written in their study notebook, journals etc. and can be
send thru messenger, use of self=learning kit/s, etc.
Activity 7
Answer the following quiz to check your understanding about using a portfolio to assess the learner.
1. A portfolio mainly displays the academic achievements of the /

learner.
portfolio.
portfolio.
5. For asynchronous learning, teachers allow learners to work /
on their outputs during their own time. The latter will submit
the portfolio within the schedule that the teachers set.
6. The learners may submit, store, and manage their portfolio /
via file sharing programs or they may submit the actual
softcopies of their work saved on a CD/DVD/USB flash drive.

SESSION TOPIC Module 3A - Designing Instructions in the Different LDMs

ACTIVITY 1

1. These are the knowledge, understanding, skills, and
C attitudes that learners need to demonstrate in every a. Learning area
lesson and/or learning task.
2. These are the formative learning opportunities given
D to learners to engage them in the subject matter and b. Mode of delivery
to enhance their understanding of the content.
4. This refers to the method of submission of learning

B outputs preferred by the learner/parent based on d. Learning task
their context.
Activity 2 WLHP

SY 2020-2021
Name of Teacher LEA ANDREA L. BONIFACIO (MT II)
Grade Level G-12
Week/Quarter 1/1
Date October 5-9, 2021
Day and Time Learning Area Learning Learning Tasks Mode of Delivery
Competency
6:00-6:30
6:30-7:00
MONDAY
7:00-10:30 UCSP11/12SPUIa- Do your own *Thru blended
1.1 articulate research. Check learning, lessons
observations on out some foreign are delivered.
human cultural films on SBS or
variation, social Netflix. Be able to *Let the
differences, social identify their parents/guardians
change, and social differences submit the output
political identities . in school and pick
up new module/s.
TUESDAY
7:00-10:30 UCSP11/12SPUIa- Read article on *Thru blended
1.2 demonstrate the celebration of learning, lessons
curiosity and an feast in different are delivered.
openness to provinces in the
explore the Philippines. Do *Let the
origins and they differ? Do parents/guardians
dynamics of they have submit the output
culture and similarities? Write in school and pick
society, and a short essay up new module/s.
political identities regarding their
practices.
WEDNESDAY
7:00-10:30 UCSP11/12SPUIa- Ask your *Thru blended
1.3 analyze social, parents/guardians learning, lessons
political, and or any barangay are delivered.
cultural change leader . Try to list
down how they *Let the
promulgate parents/guardians
ordinances during submit the output
this pandemic. in school and pick
What are the up new module/s.
social, political
and cultural
changes that
brought about the
situation.
THURSDAY
7:00-10:30 UCSP11/12SPUIa- Using a diagram *Thru blended
1.4 recognize the or any graphic learning, lessons
common organizer, list are delivered.
concerns or down the
intersections of different changes *Let the
anthropology, that brought parents/guardians
sociology, and about by the submit the output
political science current pandemic in school and pick
with respect to which affected up new module/s.
the phenomenon your family.
of change
FRIDAY
7:00-10:30 UCSP11/12SPUIa- *Thru blended
1.5 identify the learning, lessons
subjects of are delivered.
inquiry and goals
of Anthropology, *Let the
Political Science, parents/guardians
and Sociology submit the output
in school and pick
up new module/s.
Submitted by: Submitted to:
LEA ANDREA L. BONIFACIO ROGER B. ESCARILLA

(MT II) ( Asst. Principal)
Activity 3
Weekly Home Learning Plan Individual Learning Monitoring

(WHLP) Plan (ILMP)
Purpose A tool to guide learners and A tool for monitoring learners
household partners in tracking results of their formative and
the subject areas to be tackled summative assessments
and activities to perform at
home

partner partner
Components Learning area, learning Learner’s needs, intervention

competencies, learning tasks, strategies, monitoring date,
mode of delivery learner’s status
parents?
ACTIVITY 4
Learner’s Name: x
Grade Level: 12
Learner’s Status
Intervention
Learning Learner’s Monitoring Insignifica
Strategies Significan Master
Area Needs Date nt
Provided t Progress y
Progress
HUMSS Demonstrate a. Ask help from November
(UCSP) curiosity and a capable family 5, 2020
an openness member to help
to explore the learner in
the origins answering the
and learning
dynamics of modules
culture and
society, and b. Give
political sufficient
identities time for the
learner to
accomplish
the learning
modules
c. If possible,
home
visitation
d. Give LAS
suited to his
level of
comprehens
ion
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. /

Position Teacher I

ACTIVITY 1

This is a learning refers to a learning delivery modality
where the teacher and students physically interacts in school.
Face-to-face (F2F) learning There is an active engagement, on-the-spot feedback and
socio-emotional development for students, which I think is a
best way in honing a student.
This is learning modality where a learner is given a self-
learning material and undertakes a self-directed learning on
Distance Learning
his own. The self-learning material can be accessed via
online, printed or stored in flash drives.
A learning delivery modality that is a combination of F2F and
Blended learning distance learning.
It is an alternative delivery mode that provides learners to
Homeschooling access education in the comfort of their own home through
the help of their parents, tutors or authorized facilitators.

ACTIVITY 2
Informs/Orients the
Individualized teachers and stakeholders
instruction where about the modular learning
students use self- Facilitator Co-facilitator policies and directions to
learning modules ensure that they are
(SLMs) properly equipped and
guided.
Can be through
synchronous and Informs/Orients the
asynchronous teachers and stakeholders
Online Distance platforms; requires about the policies and
Learning (ODL) both teacher and directions to ensure that
learners to have they are properly equipped
stable internet and guided about ODL.
connectivity
Informs/Orients the
Uses television-
Television broadcasting teachers and stakeholders
broadcasted
TV-Based equipment, modules, about the policies and
programs in Facilitator Co-facilitator
Instruction (TVBI) worksheets, video lessons directions to ensure that
delivering learning
taught by broadcaster they are properly equipped
to learners
and guided about TVBI.

Informs/Orients the
Uses radio-
teachers and stakeholders
Radio-Based about the policies and
Instruction (RBI) directions to ensure that
they are properly equipped
to learners
and guided about RBI.
Informs/Orients the
teachers and stakeholders
Any combination
Technologically-driven about the policies and
Blended Distance of the other forms
gadgets, printed and digital Facilitator Co-facilitator directions to ensure that
Learning of distance
modules they are properly equipped
learning
and guided about Blended
Distance Learning.

ACTIVITY 3


ACTIVITY 4

member who can guide and support their appropriate material that he/she can learn by
learning at home employing independent leaning.

progress by contacting him through sms,
messenger.
particular learner.

enthusiasm to learn should be created to let
slow learners will be engaged and involved.

important that we keep on contacting these
learners to ensure consistent

• Teachers must ensure that learners are

given exercises about sound recognition
first before sound production.
• Teachers must work hand-in-hand with the
school so available resource materials can
be maximized.
acknowledged so that they will have a sense
of belongingness within a group.

digital form that will be suited the cultural
or traditional orientation of the learner

him/her.



ACTIVITY 1
Questions Answers
school will have by planning the content of instruction,
selecting teaching materials, designing the learning
activities and grouping methods.
2. Why is lesson designing important? Lesson designing helps ensure that:
✓ time is maximized for instruction and learning
✓ lessons are responsive to learner's needs
✓ teachers set learning targets for learners
✓ teachers carry out a lesson successfully
✓ teachers master their learning area content
✓ teachers become more reflective about their
teaching
3. What are the three elements or ✓ Clearly articulated lesson objectives (What should
components of a well-designed lesson? be taught?)
✓ Well-selected and logically sequenced presentation
of learning resources and actities to help learners
meet the objectives. (How should it be taught?)
✓ Appropriate and timely assessment activities that
teacher and learners. (How should learning be
assessed?)

ACTIVITY 2

✓ Review previous lesson ✓ Provide learners with ✓ Wrap up activities
✓ Clarify concepts from feedback ✓ Emphasize key concepts
previous lesson ✓ Check students’ discussed
✓ State lesson objectives understanding ✓ Assess whether lesson have
✓ Present connection from ✓ Explain,model and been mastered
old and new lesson and illustrate ✓ Transfer ideas and concepts
establish purpose for the concepts,ideas,skills and to new situations
new lesson processes that students will ✓ Ask students to recall
✓ Check students’ prior eventually internalize concepts from the lesson
knowledge about the new ✓ Help learners understand ✓ Reinforce what the teacher
lesson and master new has taught
information
ACTIVITY 4
Grade Level and Learning Area: Grade 7
Lesson/ Topic: Phrases, Clauses and Sentences
Learning Objectives: Use phrases, clauses, and sentences appropriately and
meaningfully.
Learning Resources/ Materials Needed: Self-Learning Module
Additional Remarks:
Before the lesson
1. Review previous lesson n/a
2. Clarify concepts from previous lesson. n/a
3. Present warm-up activities to establish n/a

4. Check learner’s prior knowledge about Can be facilitated during

/
the new lesson. synchronous learning session.
5. Present connection between old and new n/a
lesson.
6. State lesson objectives as guide for Already presented in the learning
/
learners. material
Lesson Proper
1. Explain, model, demonstrate, and Can be facilitated during
illustrate the concepts, ideas, skills, or synchronous learning session.
/
internalize.
2. Help learners understand and master new Can be facilitated during
/
information. synchronous learning session.
3. Provide learners with feedback. Can be facilitated during
/
synchronous learning session.
4. Check for learners’ understanding. Can be facilitated during
/
After the Lesson
1. Wrap up activities Can be facilitated during
/ Use a practice exercise in the
module to check students
understanding.
2. Emphasize key information and concepts Can be facilitated during
/
discussed synchronous learning session.
3. Ask learners to recall key activities and Can be facilitated during
/
concepts discussed synchronous learning session.
4. Reinforce what teacher has taught Can be facilitated during
/
5. Assess whether lesson has been mastered By answering the evaluation part
in the module, the teacher can
/
check students mastery of the
lesson.
6. Transfer ideas and concepts to new Can be facilitated during
situations synchronous learning session.
/
Relate values/concepts/ideas from
the lesson in real life situation.


3. How can the teacher gather feedback on the different learning tasks, in order to refine
or modify current and future lessons?
Answers:
1. Supplementary materials/assessment can be added/given to students specially if the
Evaluation is not aligned to the objective.
2. If needed, more indept explanation or remediation via online platform can be given to
struggling students.
3. Always see to it that teachers must retrieve and check the modules on time not later to
be able to give feedback or if there is a need of remediation/reteaching.
ACTIVITY 5
FORMATIVE SUMMATIVE
Assessment of learning to
Assessment for learning: to measure of the student met the
make adjustments in the Performance and content
lesson may be integrated in all Both are assessment standards done after the
parts of the lesson: before the tools to check students lesson/end of a quarter results
lesson, the lesson proper, and enable teachers to describe how
understanding of the well the students learned the
after the lesson results must be
recorded to study the patterns
lesson/lessons taught. standards/competencies for a
given quarter, which are then
of learning demonstrated by Can be done via printed reflected in the class record
the students but should NOT learners may be assessed
or online platform.
be used as the basis for individually or collaboratively
grading. should promoteself-reflection and
personal accountability among
students about their own learning
may be a written work or a
performance task

ACTIVITY 6
use it in DL.
Assessment
Method
1. Online I will make at least 10 items of quiz and post in Google classroom.
quiz Collecting answers, checking and giving feedbacks is easy it that platform.
2. Essay Essay type question can be given in any platform, be it printed or online.
type Just make sure to always explain the rubric and give it to students as their
reference on how they will be graded.
3. Portfolio Students can make a portfolio out of the activities they answered from the
module, which can be a basis of their performance.

Activity 7
learner.

of the learner.
2. Testimonies of parents/guardians and learning /
portfolio.
teachers set.


ACTIVITY 1

content.

ACTIVITY 2

ACTIVITY 3
Purpose A tool to guide learners and A tool monitoring learners
household partners in results of their formative and
tracking the subject areas to summative assessments.
be tackled and activities to
perform.
For Whom? Learning and learning Teachers and learning
partner partner
Components Learning area,learning Learner’s needs,intervention

competencies,learning strategies,monitoring
tasks,mode of delivery date,learner’s status
Has to be communicated to YES YES

parents?

ACTIVITY 4
Learner’s Name: Gweyneth Santos

Grade Level: Grade 7

ENGLISH Mastery and ✓ Ask help
comprehension from a
on different capable
types of family
Phrases member
to help the
learner in
answering
the
module
✓ Give
sufficient
time for
the learner
to
accomplish
the
learning
modules

need to be revised.
Intervention

Name of Teacher EDWARD JOSHUA L. CASTRO
Position Teacher I

ACTIVITY 1
- refers to a learning delivery modality where the teacher and
learner/s are physically in one venue. There are opportunities
for active engagement, immediate feedback and socio
Face-to-face (F2F) learning emotional development of learners. It may be conducted in
any available physical learning space Face to face learning in
which learners can digest the content of each topic smoothly.
It is the best way to address and to deliver learning ideas.
- refers to a learning delivery modally where a learner is
given materials or access to resources and he/she undertakes
self-directed study at home or in another venue. Learners
engage in independent learning at home or in any physical
Distance Learning learning space applicable, by using learning materials that
are accessible ether online, stored on CD/DVD/USB Flash
drive, or in printed form, or by viewing TV lessons or
',sterling to radio-based instruction while being
geographically distant from the teacher.
- refers to a learning delivery modality using a combination of
the features of F2F learning and distance learning. It can be
(1) F2F and modular distance learning; (2) F2F and online
Blended learning
distance learning (3) F2F and TV-based
Instruction/Radiobased Instruction; or (4) F2F and any
combination of the other type of distance learning.

- refers to an alternative learning delivery mode (ADM) that

provides learners with access t formal education while staying
Homeschooling
in an out-of-school environment, vnth parents, guarcLans, or
tutors as authorized facilitators instead of classroom teachers.
ACTIVITY 2 DISTANCE LEARNING MATRIX


ACTIVITY 3


ACTIVITY 4
member who can guide and support their appropriate material that he/she can learn
learning at home by employing independent leaning.

progress by contacting him through sms,
messenger.
particular learner.

enthusiasm to learn should be created to
let slow learners will be engaged and
involved.

important that we keep on contacting
these learners to ensure consistent


acknowledged so that they will have a
sense of belongingness within a group.

digital form that will be suited the cultural or
traditional orientation of the learner

him/her.


Name of Teacher EDWARD JOSHUA L. CASTRO
Position Teacher I

ACTIVITY 1
Questions Answers
1. What is Lesson Designing or Lesson •It is the process of deciding what learning
Planning? opportunities the students will have at school, the
quality of instruction, learning materials, the
arrangement of learning exercises, and grouping
strategies, and the timing and allocation of
instructiona time to be determined.
2. Why is lesson designing important? •Time is maximized for instruction and learning,
lessons are attentive to the needs of the learners,
teachers set learning goals for the learners, teachers
effectively carry out a lesson, teachers master their
learning field, teachers become more positive about
their teaching and the learners achieved the aims set.
3. What are the three elements or •First, clearly articulated lesson objectives. Second,
components of a well-designed lesson? we selected and logically sequenced presentation of
learning resources and activities to help learners meet
the objectives. Third, appropriate and timely assessme

activities that provide relevant information and

feedback for both teachers and learners.
ACTIVITY 2
Refer to the list of learning tasks and identify which section of the lesson these learning
activities can be presented by placing each task under the appropriate column.

Review previous lesson Explain, model, demonstrate, an Wrap-up activities

illustrate concepts
Clarify concepts from previous Transfer ideas and concepts to
lesson Help learners understand and new situations
Present connection between Emphasized key information and
old and new lesson and Check for learner’s concepts discussed
establish understanding
purpose for new lesson Ask learners to recall key
Provide learners with feedback activitie
Check learner’s prior and concepts discussed
knowledg about the new lesson
lesson
ACTIVITY 3

I. Objectives
II. Content
IV. Procedures
V. Remarks
VI. Reflection
Answer:

Reflection is the part of the Daily Lesson Log or Daily Lesson Plan that needs to be accomplished after
the lesson is delivered so the teacher can have a general view of how the teaching-learning process took
place. Since the Reflection Part provides relevant questions regarding the mastery of the students of
the learning objectives, it allows for a responsive plan whether to reteach, provide more exercises, or
remediate. Thus, reflection must be accomplished immediately after the lesson is delivered.
ACTIVITY 4
Lesson/ Topic: Formulating Statement of Opinion and Assertion
Learning Objectives: Formulate a statement of opinion and assertion
(EN10WC-Ic-12.2)

presentation
Additional Remarks:
presented via an internet-based resource,
in the SLM can be facilitated during a synchronous
Before the lesson

explanation
explanation
4. Check learner’s prior knowledge about the ✔
new lesson.
lesson. explanation
6. State lesson objectives as guide for learners. ✔

Lesson Proper
1. Explain, model, demonstrate, and illustrate ✔
the concepts, ideas, skills, or processes
that students will eventually internalize.

information.
explanation.
After the Lesson
discussed the SLM. To fill the gap,
emphas of key concepts can be
done during the synchronous
class. Fo modular students,
teacher can create an outline of
the lesson or list down the key
concepts of lesson and have
them sent via Facebook
messenger in group chats and
other platforms available.
concepts discussed
explanation.
applications.

Answers:
1. Various materials such as outlines of key concepts, additional reinforcement activities,
video lessons can be curated to fill the dearth in the reviewed SLM.
learning materials can also be sent through group chats or posted in Google classrooms,
so students who miss synchronous classes can keep track of has been discussed.
verbal reflections about the lesson. For time constraints, feedback can also be gathered
via multiple platforms such as sms, Facebook messenger, group chats, google
classrooms. Meanwhile during retrieval and distribution of modules, feedback can also
be extracted through parent-teacher conversations with respect to IATF health
protocols.
ACTIVITY 5

FORMATIVE SUMMATIVE
to make adjustment to measure if the

in the concept that should also learners met the
may be integrated in promote self- performance and
any parts of the learning content standard
lesson done after the lesson
ACTIVITY 6
teaching? List five methods that you would like to try. For each one, write how you plan to use
it in DL.
Activity 7
learner.


1. A portfolio mainly displays the academic achievements of ✔
the learner.
portfolio.
portfolio.
5. For asynchronous learning, teachers allow learners to work ✔
on their outputs during their own time. The latter will
submit the portfolio within the schedule that the teachers
set.
6. The learners may submit, store, and manage their portfolio ✔
via file sharing programs or they may submit


ACTIVITY 1

content.

ACTIVITY 2
Attachment is at the last part of the file.

ACTIVITY 3

A tool to guide learners and A tool for monitoring learners
Purpose learning facilitators or household who lag behind based on the
partners in tracking the subject results of their formative and
areas to be tackled and activities summative assessments
to perform at home
Learners and learning facilitator Teachers and learning facilitator

For Whom? or household partner or household partner
Learning area, learning Learner’s needs, intervention

Components competencies, learning tasks, strategies, monitoring date,
Yes Yes
Has to be communicated to
parents?
ACTIVITY 4
Learner’s Name: FRANCINE ANATHALIA D. BARCELONA

Grade Level: GARDE 7- English
Learner’s Status
Learning Learner’s Intervention Monitoring Insignifica
Area Needs Strategies Provided Date Significant Master
nt
Progress y
Progress
Araling Mastery and a. ask help from a November /
Panlipuan comprehension capable family 16, 2020
on the different member to help the
terms and learner in

concepts about answering the

Asia learning modules
b. gives sufficient
time for the
learner to
accomplish the
learning modules
c. if possible, home
visitation
d. give LAS suited

to his level of
comprehension

need to be revised.
Intervention
/

PASAY CITY NORTH HIGH SCHOOL - MDC

GRADE 7– ENGLISH
QUARTER 2 /WEEK 1
JANUARY 04- 08, 2021
DAY AND LEARNI LEARNING COMPETENCY LEARNING TASKS MODE

TIME NG OF
AREA DELIVE
RY
8:00 – 8:30 ENGLISH Explain how selection may be influenced by The teacher introduces the factors Answers
9- culture,history,environment,or other factors. affecting reading selection. are
GALILEI(FRI (EN7GG-IIh-20) brought to
) The teacher gives directions on how to school on
8:30 – 9:00 answer Try To Discover Exercise on page a
9 - GARNET 2 and practice exercise 1. Saturday
(FRI) when
9:00– 9:30 there is
9 30- 9:50 retrieval
9;50 – 10:20 and
DARWIN(W distributio
ED) n of
10:20 - 10:50 modules.
EINSTEIN(T
UE)
10:50 – 11:20
7- CURIE
(FRI)
ENGLISH Observe the correct production of vowel and The teacher introduces Answers
consonant sounds,dipthongs,blends (ENGL- phonetics,dipthongs,Semi are
IIa-3.2.7) vowels,consonant blends concepts. brought to
school on
The teacher gives instructions on how to a
answer practice exercise 1 Activity on 8 Saturday
of their modules. when
there is
retrieval
and
distributio
n of
modules.
ENGLISH Read words phrases, clauses,sentences,and The teacher introduces vowels,dipthongs Answers
paragraphs using correct production of semi vowels ,glides,blends. are
vowel and consosnant brought to
sounds,dipyhongs,blends and glides. The teacher gives instructions to read school on
(EN7GR-IIb-19) practice exercises 1-4. a
Saturday
when
there is
retrieval
and
distributio
n of
modules.
ENGLISH Use approriate prosodic features of speech The teacher introduces Answers
like pitch.stress,juncture,intonation,volume,pr are
pitch,stress,juncture,intonation,volume,proje ojection. brought to
ctionand rate/speed of speech in differing school on
oral communication situations. (EN9RC- The teacher gives instructions on how to a
IIb-19) answer Evaluation Activity on page 20 of Saturday
their modules. when
there is
retrieval
and
distributio
n of
modules.
Edward Joshua L.Castro Almera M. Alkuino

English Teacher Department Head – English
Noted:
Nunilon L. Moreno
School Prinicipal

ACTIVITY 1

Face-to-face (F2F) learning refers to a learning delivery
modality where the teacher and learner/s are physically in
one venue. There are opportunities for active engagement,
immediate feedback, and socio emotional development of
learners. It may be conducted in any available physical
learning space Face to face learning in which learners can
digest the content of each topic smoothly. It is the best way
to address and to deliver learning ideas.
Distance learning refers to a learning delivery modally where
a learner is given materials or access to resources and he/she
undertakes self-directed study at home or in another venue.
Learners engage in independent learning at home or in any
Distance Learning physical learning space applicable, by using learning
materials that are accessible either online, stored on
CD/DVD/USB Flash drive, or in printed form, or by viewing TV
lessons or storytelling to radio-based instruction while being
geographically distant from the teacher.
Blended learning refers to a learning delivery modality using
a combination of the features of F2F learning and distance
learning. It can be (1) F2F and modular distance learning; (2)
Blended learning
F2F and online distance learning (3) F2F and TV-based
Instruction/Radio-based Instruction; or (4) F2F and any
combination of the other type of distance learning.
Home schooling refers to an alternative learning delivery
mode (ADM) that provides learners with access to formal
Homeschooling education while staying in an out-of-school environment,
with parents, guardians, or tutors as authorized facilitators
instead of classroom teachers.

ACTIVITY 2

Individualized
instruction where
learners about the modular
Modular Distance learners use self- Learning Facilitator and
Printed Modules Learning Facilitator learning policies and
Learning (MDL) learning modules guardians and supervisors
directions to ensure that
(SLMs) in print or
everyone is properly
digital format
informed and guided.
The teacher and The school orients the
learners have teachers, parents and
access to the Internet Connectivity, learners about the Online
Online Distance Learning Facilitator and
necessary Laptop, Cellphones or Learning Facilitator Distance learning policies
Learning (ODL) guardians and supervisors
resources being Desktops and directions to ensure that
used in the everyone is properly
modality informed and guided.
Use of television or The parents are willing to The school orients the
radio programs on The teacher serves as a co-supervise and co- teachers, parents and
TV-Based channels or MOA with the Television supervisor and collect all monitor the progress of learners about the
Instruction (TVBI) stations dedicated Network or Radio Station the finished output of the their children’s learning as TV/Radio-based
to providing students well as provide guidance Instructions policies and
learning content to to their children. directions to ensure that

learners as a form everyone is properly

of distance informed and guided.
education
Use of television or
radio programs on
The parents are willing to teachers, parents and
channels or
The teacher serves as a co-supervise and co- learners about the
stations dedicated
Radio-Based MOA with the Television supervisor and collect all monitor the progress of TV/Radio-based
to providing
Instruction (RBI) Network or Radio Station the finished output of the their children’s learning as Instructions policies and
learning content to
students well as provide guidance directions to ensure that
learners as a form
to their children. everyone is properly
of distance
informed and guided.
education
Minimum
The parents are willing to
requirements must Adopt any combination of Schools which adopt any
Strategies for learners’ co-supervise and co-
be met for each of above three types of combination of the above
Blended Distance engagement in all types of monitor the progress of
the types being distance learning must meet three types of distance
Learning distance learning shall be their children’s learning as
combined any of the requirements of each learning must meet the
utilized by teachers. well as provide guidance
the following type. requirements of each type.
to their children.
LMDs.

ACTIVITY 3
1 Modular Fastest way to collect and retrieve finished outputs of the

Distance learners, but the school must make a proper guideline so that it
Learning well successfully implemented
2 Online This is my second rank of type of DL because not all the
Distance learners have an internet connection and gadgets
Learning
3 Blended The learner can use both DL but of course depending on the
Learning availability of the Learning materials they will use
4 Radio-Based Expensive materials especially in preparing script and finished
Instruction output
(RBI)
5 TV-Based Expensive materials especially in preparing script and finished
Instruction output
(TVBI)

ACTIVITY 4

Learners without parents or Make a weekly supervisory plan for them and check
household member who can guide their module and activity sheets.
Beginning readers (K to 3) N/A
Struggling readers (Graders 4-12) N/A
No access to devices and internet The school provide a hard copy of module and the
subject teachers must have their class record to
check the performance of the learners base on their
work.
Inaccessible (living in remote Provide module and make sure to check their work
and/or unsafe areas) weekly
Indigenous People Provide module and making sure to check their work
weekly. And make sure to check the content of the
module is culture friendly for them
Persons with Disabilities Provide learning materials that are suited for their
needs.
Others? Specify None


ACTIVITY 1
Questions Answers
• What is Lesson Designing or Lesson Lesson designing or lesson planning is the process of
school will have by planning the content of
the learning activities, and grouping methods.
• Why is lesson designing important? Lesson designing helps ensure that:

teachers set learning targets for learners
• teachers carry out a lesson successfully
• teachers master their learning area content
• teachers become more reflective about their
teaching
• time is maximized for instruction and learning
• lessons are responsive to learner's needs
• What are the three elements or • Clearly articulated lesson objectives (What
components of a well-designed lesson? should be taught?)
• Well-selected and logically sequenced
presentation of learning resources and activities
to help learners meet the objectives. (How should
it be taught?)
• Appropriate and timely assessment activities that
provide relevant information and feedback for
both teacher and learners. (How should learning
be assessed?)
ACTIVITY 2


• Review previous lesson • Explain, model, • Wrap up activities
• Clarify concepts from demonstrate, and illustrate • Asses whether lesson has
previous lesson the concepts, ideas, skills or been mastered
• State lesson objectives as processes that students • Emphasize key information
guide for learners will eventually internalize and concepts discussed
• Present connection between • Check for learner’s • Transfer ideas and concepts
old and new lesson and understanding to new situation
establish purpose for new • Provide learners with • Ask learners to recall key
lesson feedback activities and concepts
• Check learner’s prior • Help learners understand discussed
knowledge about new and master new • Reinforce what teacher has
lesson information taught
ACTIVITY 3

I. Objectives
II. Content
IV. Procedures
V. Remarks
VI. Reflection
The reflection part of the DLL and DIP should be filled up after the lesson is delivered.
ACTIVITY 4
Learning Delivery Modality: Modular Learning
Grade Level and Learning Area: 7-Araling Panlipunan
Lesson/ Topic: Kahulugan at Katuturan ng Konsepto ng Asya
Learning Objectives: Naipaliliwanag ang kahulugan at katuturan ng Asya
Learning Resources/ Materials Needed: Pasay-AP7-Q1, Digital Modules, PowerPoint
presentation

Additional Remarks:
Before the lesson
explanation
explanation
3. Present warm-up activities to establish √
4. Check learner’s prior knowledge about √
the new lesson.
5. Present connection between old and new √
lesson.
6. State lesson objectives as guide for √
learners.
Lesson Proper
1. Explain, model, demonstrate, and √ Can be done via learning activity
illustrate the concepts, ideas, skills, or sheets
internalize.
2. Help learners understand and master new √ Can be done via learning activity
information. sheets
3. Provide learners with feedback. Can be facilitated during a

asynchronous learning session
can be facilitated during a
4. Check for learners’ understanding. Can be facilitated during a
After the Lesson
1. Wrap up activities Can be done via learning activity
sheets

2. Emphasize key information and concepts Can be done via learning activity
discussed sheets
3. Ask learners to recall key activities and Can be done via learning activity
concepts discussed sheets
Can be done during Online
Class
4. Reinforce what teacher has taught Can be done via learning activity
sheets
5. Assess whether lesson has been mastered Can be facilitated during a

synchronous learning session can
be facilitated during a
synchronous learning session
6. Transfer ideas and concepts to new Can be facilitated during a
situations synchronous learning session
synchronous learning session

• Provide module for distant learning in order to supplement the lacking
learning task.
Ans: As a subject teacher I can give additional activity sheets, reading materials,
PowerPoint presentation and video clip. Then conduct consultation time via
text message, chat, and call.

Answers:
1. Retrieve the modules
2. Check and Assess the modules
3. Gather feedback
ACTIVITY 5
FORMATIVE SUMMATIVE
- Both are ways to Assessment of learning to

Assessment for learning:
assess measure of the student met
to make adjustments in
the Performance and content
the lesson may be
-Questioning standards done after the
integrated in all parts of
strategies need to be lesson/end of a quarter results
the lesson: before the
addressed enable teachers to describe
lesson, the lesson proper,
how well the students learned
and after the lesson -Both need to be used
the standards/competencies
results must be recorded to evaluate a student
for a given quarter, which are
to study the patterns of effectively
then reflected in the class
learning demonstrated by
-Both can be used for record learners may be
the students but should
student feedback assessed individually or
NOT be used as the basis
collaboratively should promote
for grading. -Assist in future lesson
self-reflection and personal
planing
accountability among students
about their own learning may
be a written work or a
performance task.

ACTIVITY 6
use it in DL.
Assessment
Method
1. Online Quiz I will make 10 item online quiz using Google Documents from Google
Classroom; it will be automatically corrected. I will clarify all your
misconceptions during our online session or via chat message
2. Essay Type I will send rubrics of essay and tell them to achieve the standards given to
Assessment get high points. Send it to your Group Chat or Google Classroom.
3. Slogan/Poster I will send rubrics of slogan/Poster Making and tell them to achieve the
Making standards given to get high points. Send it to your Group Chat or Google
Classroom
4. Formative I will send 5 items formative assessment using Google Documents from
Assessment Google Classroom; it will be automatically corrected. I will clarify all your
misconceptions during our online session or via chat message.
5. Online I will assign individually the topics to be presented during our Online Class
Reporting and I send rubrics for Online Reporting tell them to achieve the standards
given to get high points. Send it to your Group Chat or Google Classroom

Activity 7
learner.
1. A portfolio mainly displays the academic achievements √
of the learner.
facilitators regarding the learner’s progress may be √
3. There is a fixed list of items that should be included in a √
portfolio.
4. The teacher can only comment on a learner’s portfolio. √
will submit the portfolio within the schedule that the √
teachers set.
the actual softcopies of their work saved on a √
7. Portfolios of DL learners with outputs in hard copies or √

Name of the Teacher FARRAH JOY CASTILLO DAMIAR
Position TEACHER I
Module 3A GUIDING AND MONITORING IN THE DIFFERENT LDMs

ACTIVITY 1

content.


ACTIVITY 2
WEEKLY LEARNING PLAN AND TEACHER’S TASK`
7 - Darwin 8:00 AM – 8:30 AM

7 - Einstein 8:30 AM – 9:00 AM
7 - Faraday 9:00 AM – 9:30 AM
7 - Galilei 9:50 AM – 10:20 AM
7 - Aristotle 10:20 AM – 10:50 AM
Teacher : Farrah Joy C. Damiar
Subject : Araling Panlipunan Class Schedules:
Date : October 5-9, 2020
ACTIVITIES FOR THE WEEK

Day 1 Day 2 Day 3 Day 4 Day 5
Most Naipapaliwan Naipapaliwana Naipapaliwana Naipapaliwan Naipapaliwan
Essential ag ang g ang konsepto g ang konsepto ag ang ag ang
Learning konsepto ng ng Asya tungo ng Asya tungo konsepto ng konsepto ng
Competenci Asya tungo sa sa paghahating sa paghahating Asya tungo sa Asya tungo sa
paghahating – – heograpiko: – heograpiko: paghahating paghahating
es (MELC) heograpiko: Silangang Asya, Silangang Asya, – heograpiko: – heograpiko:
Silangang Timog- Timog- Silangang Silangang
Asya, Timog- Silangang Asya, Silangang Asya, Asya, Timog- Asya, Timog-
Silangang Timog-Asya, Timog-Asya, Silangang Silangang
Asya, Timog- Kanlurang Kanlurang Asya, Timog- Asya, Timog-
Asya, Asya, Hilagang Asya, Hilagang Asya, Asya,
Kanlurang Asya at Hilaga/ Asya at Hilaga/ Kanlurang Kanlurang
Asya, Gitnang Asya Gitnang Asya Asya, Asya,
Hilagang Asya Hilagang Hilagang
at Hilaga/ Asya at Asya at
Gitnang Asya Hilaga/ Hilaga/
Gitnang Asya Gitnang Asya
No. of
Minutes
5 mins. Getting Started “Kumustahan”, Prayer and Checking of Attendance

5 mins. A. The The teacher The teacher
teacher gives gives
gives instructions instructions
instructions to the to the
to the learners and learners and
learners and parents on parents on
parents on accomplishin accomplishin
accomplishi g the g the
ng the activities. activities.
activities.

15 mins. B. The The teacher The teacher

teacher presents the presents the
presents the lesson for the lesson for the
lesson for day through: day through:
the day A. Printe A. Printe
through: d Module d Module
1. Print Code Code
ed B. Video B. Video
Mod Teachi Teachi
ule ng ng
Code
2. Vide Code Code
o Teaching
Code
25 mins. C. The teacher maintains communication with the learners through

online, sms or call while the learners are accomplishing the
activities on the printed module for possible questions.
D. The teacher monitors the progress of the learners in accomplishing
the activities to ensure that everyone copes with the exercises.
10mins. E. Learner/Parent – Teacher consultation
TOTAL
LEARNING
TIME
60 mins X 3
sessions =
180 mins
F. The teacher leaves the online session and performs other tasks to complete the six
(6) hour working schedule
120 mins. 1. The 1. The 1. The 1. The 1. The

teacher teacher teacher teacher teacher
checks the checks the checks the checks the checks the
weekly weekly output weekly output weekly weekly
output of of the of the output of output of
the learners. learners. learners. the the
learners. learners.

60 mins. 2. The 2. The 2. The 2. The 2. The

teacher teacher teacher teacher teacher
prepares prepares prepares prepares prepares
localized localized localized localized localized
worksheets worksheets as worksheets as worksheets worksheets
as interventions interventions as as
intervention to the to the intervention intervention
s to the learners who learners who s to the s to the
learners did not meet did not meet learners learners
who did not the 80% the 80% who did not who did not
meet the mastery level mastery level meet the meet the
80% on the on the 80% 80%
mastery activities in activities in mastery mastery
level on the the printed the printed level on the level on the
activities in modules. modules. activities in activities in
the printed the printed the printed
modules. modules. modules.
Total No. of
Minutes for
Teacher’s
other
tasks =
180 mins.
TOTAL/
DAY 360
mins.
Prepared by:
FARRAH JOY C. DAMIAR

Teacher I
Noted:
LANI M. MENDOZA
Teacher-in-Charge
Approved:
NUNILON L. MORENO
Principal

ACTIVITY 3

A tool to guide learners and A tool for monitoring learners
Purpose learning facilitators or household who lag behind based on the
partners in tracking the subject results of their formative and
areas to be tackled and activities summative assessments
to perform at home
Learners and learning facilitator Teachers and learning facilitator

For Whom? or household partner or household partner
Learning area, learning Learner’s needs, intervention

Components competencies, learning tasks, strategies, monitoring date,
Yes Yes
parents?
ACTIVITY 4
Learner’s Name: FRANCINE ANATHALIA D. BARCELONA

Grade Level: GARDE 7- ARALING PANLIPUNAN
Learner’s Status
Learning Learner’s Intervention Monitoring
Area Needs Strategies Provided Date Insignifican Significant
Mastery
t Progress Progress
Araling Mastery and a. ask help from a November /
Panlipuan comprehension capable family 16, 2020
on the different member to help
terms and the learner in

concepts about answering the

Asia learning modules
b. gives sufficient
time for the
learner to
accomplish the
learning modules
c. if possible, home
visitation
d. give LAS suited to

his level of
comprehension

need to be revised.
Intervention
/


ACTIVITY 1

is an instructional method where course content
and learning material are taught in person to a group
Face-to-face (F2F) learning of students. This allows for a live interaction
between a learner and an instructor. ...
which uses one or more technologies to deliver

instruction to students who are separated from the
instructor. Distance education courses are delivered
Distance Learning
primarily via the internet, typically using a campus-
supported learning management system.
is an approach to education that combines online

educational materials and opportunities for
interaction online with traditional place-based
classroom methods. It requires the physical
Blended learning presence of both teacher and student, with some
elements of student control over time, place, path,
or pace.
school-at-home approach in which parents or tutors

replicate the instructional process of schools,
including a set curriculum, traditional instruction,
Homeschooling assignments, and so on. Most states have several
homeschooling support groups and online message
boards. ...

ACTIVITY 2

Provide printed Modules
Give instructions to the
to be distributed to the
Modular Distance Uses self- students and their Guide their children in
Printed modules students.
Learning (MDL) learning modules parents what to do with answering the Modules Train the teachers to be
the modules.
effective module writers.
Internet connection Facilitator
Provide load for the
Teacher and Gadgets Provide digital activities
Monitor and assist their teachers specially those
Online Distance students should Printed or digital Checked the qualities
Learning (ODL)
learners in using the who have no wifi
have internet modules of videos it should be
gadgets. connection in their
connections DepEd commons updated and age
home
LR Portals appropriate
Provide modules or cite
Facilitate the students Co supervisor..guide
some tv networks that
TV-Based where to find channels their kids to the
Television TV with signal provide educational
Instruction (TVBI) that provide different programs they
program for the
educational program are watching
students.

Provide the teacher and

Radio Support and guide their the parents a list of radio
Radio-Based Home visitation
Transistor Radio Modules learners in choosing the station that aired
Instruction (RBI)
Activity sheets right radio program educational lessons for
the students.
Integration of Support and guide their Provide Modules for the
Blended Distance
face to face and Printed Module Facilitators students throughout students and load for the
Learning
distant learning learning process teachers.

ACTIVITY 3
1 Online Most of the students now have gadgets in NCR and computer
Distance shops are verywhere. Can easily transmit the modules and
Learning lessons via internet.
2 Blended Students have 2 options to study, by means of using modules
Learning or via internet. Teachers can use both modules and internet to
teach her students.
3 Modular It’s a self-guided learning where teachers don’t have the
Distance access to explain the lessons to the students and students
Learning need to have deeper understanding about the lesson on her
own.
4 TV Base Students nowadays are not use to watch television to have
Instruction access on their studies.
5 Radio Base Students nowadays are not use to listen to radio to have
Instruction access on their studies

ACTIVITY 4

Learners without parents or Weekly supervisory plan for them and check their
household member who can guide modules and activities.
Beginning readers (K to 3) One on one tutorial
Struggling readers (Graders 4-12) One on one tutorial
No access to devices and internet Provide them modules
Inaccessible (living in remote Check their work weekly. Give them Modules
Indigenous People Give them Modules and make sure that there is no
racial discrimination against them.
Persons with Disabilities Provide learning materials that suitable for their
needs
Others? Specify


ACTIVITY 1
Questions Answers
1. What is Lesson Designing or Lesson is the process of developing lessons, assignments,
Planning? units, and projects to teach students knowledge and
skills.
2. Why is lesson designing important? it gives the teacher a concrete direction of what she/he
wants to take up for the day.
3. What are the three elements or Clear objectives

components of a well-designed lesson? Suited activities
Appropriate assessment
ACTIVITY 2
 Present warm up  Explain, model,  Wrap up activities
activities to establish demonstrate, and  Reinforce what teacher has
interest in new lesson illustrate the concepts, taught
 Review previous ideas, skills, or processes  Emphasize key information
lesson that students will and concepts discussed
 Clarify concept from eventually internalize.  Assess whether lesson has
previous lesson  Help learners understand been mastered
 Check the learners and master new
prior knowledge information.
 Provide learners with
 Present connection
feedback.
between old and new
lesson and establish
purpose for new
lesson.

ACTIVITY 3

I. Objectives
II. Content
IV. Procedures
V. Remarks
VI. Reflection
ACTIVITY 4
Grade Level and Learning Area: Grade 10-Aguinaldo/Araling Panlipunan 10
Lesson/ Topic: Kontemporaryung Isyu
Learning Objectives: Nasusuri ang kahalagahan ng pag-aaral ng
Kontemporaryung Isyu
Learning Resources/ Materials Needed: Teacher made activity sheets,internet based
resources, internet tv, modules,
Additional Remarks:
Before the lesson
1. Review previous lesson Facilitated during a synchronous
learning session
2. Clarify concepts from previous lesson. Facilitated during a synchronous
learning session
4. Check learner’s prior knowledge about /
the new lesson.
5. Present connection between old and new Facilitated during a synchronous
lesson and establish purpose for new learning session
lesson.


learners.
Lesson Proper
1. Explain, model, demonstrate, and /
internalize.
2. Help learners understand and master new /
information.
3. Provide learners with feedback. Can be done via online
Can be done via SMS
After the Lesson
discussed
3. Ask learners to recall key activities and Facilitated during a synchronous
concepts discussed learning session
4. Reinforce what teacher has taught Facilitated during a synchronous
learning session
6. Transfer ideas and concepts to new Facilitated during a synchronous
situations learning session

 Work sheets done by the teacher
 The learner- reading materials and activity sheets.
 The household partner- feedbacks about the performance of the learner.
 In modular distant learning the only way is to retrieve the modules for
checking and for the teacher adviser to assess and gather feedbacks.

ACTIVITY 5
FORMATIVE SUMMATIVE
Is a range of informal or informal is the assessment of the

assessment procedures conducted participants where the focus is on
by teachers during the learning the outcome of the learning process
process in order to modify teaching By means of this the teacher can
and learning activities to improve describe how well the perfor-
Both are used to
student attainment. Results must mance of the students is in a
assess the
be recorded to study the patterns given quarter. Learners
of learning demonstrated by performance of a maybe assess individually or
the students but should not be learner in a collaboratively. It can be a
used as the basis for grading. particular time. written work or performance
task.

ACTIVITY 6
use it in DL.
Assessment
Method
Activity Sheets Aside from the activities inside their modules I will send another activity
related to their lessons in the modules
Group Send rubrics of group performance and tell them to achieve the standards
Performance given to get high points.
Essay type Send rubrics of essay and tell them to achieve the standards given to get
Assessment high points.

Activity 7
learner.
1. A portfolio mainly displays the academic achievements
of the learner. /
facilitators regarding the learner’s progress may be /
3. There is a fixed list of items that should be included in a
portfolio. /
work on their outputs during their own time. The latter /
teachers set.
the actual softcopies of their work saved on a /
7. Portfolios of DL learners with outputs in hard copies or
physical forms may be handed over to the teacher by /


ACTIVITY 1

content.


ACTIVITY 2: WORK FROM HOME LEARNING PLAN
ACTIVITY 3

Purpose A tool used to guide the A tool that is used to show if
learners and teachers the learner has shown
including the parents in one either mastery of the
particular subject about the learning competencies,
activities being done at significant progress, or
home. insignificant progress.
For Whom?
Learners and learning Teachers and learning
facilitators or household facilitators or household
partner partner
Components
Learning area, learning Learners needs,
competencies, learning interventions strategies,
tasks, mode of delivery. monitoring date, learners
status
parents?
Yes Yes

ACTIVITY 4
Learner’s Name: Dalagang Pilipina

Grade Level: 10-Aguinaldo

Araling Need to 1. ask help January
Panlipunan accomplish from a 20201
the mdules capable
in Quarter 1 family
member to
help the
learner in
answering
the learning
modules
2. Give
sufficient
time for the
learner to
accomplish
the learning
modules
3. Home
visitation

need to be revised.
Intervention
Status Learner is making significant progress. Continue with the learning plan. /



Position Teacher I
Module 3A - UNDERSTANDING THE DIFFERENT LDMs
Session Topic
ACTIVITY 1

Face-to-face learning is an instructional method where
course content and learning material are taught in
person to a group of students. This allows for a live
interaction between a learner and an instructor.
a method of studying in which lectures are broadcast or
Distance Learning classes are conducted by correspondence or over the internet,
without the student's needing to attend a school
It is the combination of both F2f learning and distance
Blended learning learning.
It is the education of kids at home with trained parents and
Homeschooling can also have trained teachers facilitating the learning
process either via f2f or distance learning.

ACTIVITY 2

ACTIVITY 3
1 MDL Material is readily available
2 BL Material is readily available, Teacher intervention is also

present. The only challenge is when internet connections’
not that good, that’s when technical error often occurs.
3 TVBI
This mode of learning aren’t that easy to implement since
not all families have the gadgets to pursue this particularly
4 RBI the online distance learning. Public schools mostly cater to
poor families.
5 ODL

ACTIVITY 4

Learners without parents or Learners can be provided with self learning modules
household member who can guide with added intervention materials he can review on
and support their learning at home his own.
No access to devices and internet
Inaccessible (living in remote

Learners will solely be using
and/or unsafe areas) Self-Learning Modules
Indigenous People Teachers or school admin may visit
students who belong to these group for
Persons with Disabilities them to feel that they are valued, and of
course to be given SLM’s as well


Position Teacher I

ACTIVITY 1
Questions Answers
1. What is Lesson Designing or Lesson Lesson design or lesson plan serves as the blueprint for the
Planning? teaching/learning process. .
2. Why is lesson designing important? It helps provides a more organized flow of what
students need to learn. This will aid teachers as well on
how to facilitate the learning process. Lastly, it
maximizes the teaching process and the assimilation of
knowledge on students’ part
3. What are the three elements or Clear objectives, presentation of activities and learning
components of a well-designed lesson? resources, and relevant assessment.

ACTIVITY 2
illustrate concepts
lesson
ACTIVITY 3

I. Objectives
II. Content
IV. Procedures
V. Remarks
VI. Reflection

Answer:
The most important component of the dll that needs to be accomplished right after the class is the
reflection. This component reveals what transpired in the class, whether the students were able to grasp
the lesson and whether the teacher needs to provide more supplementary intervention materials.
ACTIVITY 4
Lesson/ Topic: Interpret information found in non-linear text such as
diagrams and charts.
Learning Objectives: Interpret information found in non-linear text such as
diagrams and charts. (EN9RC-IIg-5)
presentation
Additional Remarks:
Before the lesson
explanation
explanation
3. Present warm-up activities to establish
the new lesson.
lesson. explanation
learners.
Lesson Proper


internalize.
information.
explanation.
After the Lesson
2. Emphasize key information and concepts ✔
discussed
concepts discussed
explanation.
applications.
Answers:
1. Various materials like digitized instructional materials can be used as supplement.
2. Feedback is essential to the students’ progress, and regarding the household partner,
communication is key.
3. Feedback can be gathered thru various platforms such as sms, messenger,and face to
face consultation time with parents can be scheduled.
4.
ACTIVITY 5

FORMATIVE SUMMATIVE

learning process Both aims to provide completion of the lesson
feedback to students Purpose if to evaluate
Purpose is to improve
students’ learning Both essential parts of students’ achievements
the curriculum Includes almost all, if not
Includes little content
areas all, the content areas of
the lesson
Can be done informally
and spontaneously Must be done formally
during class sessions through result-oriented
task
ACTIVITY 6
use it in DL.

Assessment Method
Distance Learning
Example: Short quiz
I will maximize the practice exercises in the
1. Practice Exercises
worksheets, or I can also personalize the

exercises depending on the students grasp of

the context.
This can be done weekly or every after 2 weeks
2. Long Quizzes
of lesson.
This can be tasked to students who are able to
3. Oral Presentations
join online classes
Performance tasks which can be given to
4.Recorded Presentations
students who only use modules
Schedule students to prepare at least 1 written
5. Essays/ Journals output per week regarding their thoughts on the
topic.
Activity 7
learner.
of the learner.
portfolio.
portfolio.
teachers set.


ACTIVITY 1

content.


ACTIVITY 2

ACTIVITY 3
Purpose The Weekly Home the Individual Learning
Learning Plan shall aid Monitoring Plan serves as
teachers and parents in the document that will
keeping track of the day-to- show if the learner has
day in-school and off-school shown either mastery of
general learning processes the learning competencies,
as they implement the most significant progress, or
suitable and feasible insignificant progress
alternative learning modality
based on the context of their
school
For Whom? For all students ILMP will only be provided
to either learners with
disability or those who may
need specialized assistance.
Components • WHLP template. • Learners Needs.

• class program. • Intervention
• budgeted of work. Strategies.
• prescribe Self- • Monitoring Date.
Learning Module. • Learners Status.
• assessment tools. • Insignificant
Progress.
• Significant Progress.
• Mastery.

Has to be communicated NO YES

to parents?
ACTIVITY 4
Learner’s Name:
Grade Level:


need to be revised.
Intervention


DATE AND LEARNING LEARNING LEARNING TASKS MODE OF DELIVERY
TIME AREA COMPETENCY
THURSDAY English 10 Formulate claims of Q1W1D2 MODULAR LEARNING MODALITY

fact, policy, and
10:20-10:50 value- 1. Read and analyze the definitions of the different claims. A. Offline (Modular and Phone Text
(10-Bonifacio) and Call)
2. Give your own examples of the different claims.
11:20-11:50 *The learners will accomplish
3. Be guided by the texts written in Try To Discover.
(10-Agoncillo) Practice Exercises 1-3 with the
4. Answer Practice Exercises 1-3. guidance of the
parents/guardians as facilitators.
5. EVALUATION :
*For instances that the learner or
Develop a three paragraph argumentative essay with claims of
the facilitator has queries or
fact, policy, and value about a topic of your choice. Underline
clarifications about the activities
the claims you used.
or any part of the module, the
6. ADDITIONAL ACTIVITY : parent or even the student will
Answer the short assessment on google class. text the teacher who in response
will call up to explain further or
clarify.
*At the end of the week (FRIDAY),

the parent will submit the
accomplished Answer Sheets to
the teacher, the para-teacher or to
the designated dropping area
(Barangay Hall).
Rest Time
Prepared by: Reviewed by:

MA. ARLESIENNE S. DUERME ALMIRA ALKUINO
Subject Teacher Head Teacher

Position Teacher I
Session Topic Module 3b – Learning Resources
Module 3b: Rapid Assessment of Learning Resources

RAPID ASSESSMENT 1
Information about the assessed Learning Materials downloaded from different portals
LR Portal: LRMDS
Subject Area: English
Grade Level: 10
Topic: Grammar Awareness; Use pronouns effectively
Author: Ricardo Gazzingan – Santor National High School, Kalinga , CAR
Date created: September 2019
1. Connected and relevant to the ✔

MELCs?
2. Appropriate to the grade level and ✔

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 ✔
7. The layout and format easy to read ✔


Yes.
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. The module was encompassing and has varied activities.
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 exercise helped me realize that there are other sources I can use when
teaching my students and that I should scrutinize the LRs for quality education.
RAPID ASSESSMENT 2
LR Portal: LRMDS
Grade Level: 10
Topic: Oral Langauge and Fluency; Produce sounds of English correctly and effectively
Author: Keyzel Bringas – Langiden National High School, Abra , CAR

MELCs?



disseminate?


No.
The material in the portal is categorized under oral language and fluency with
focus on producing English sounds correctly and effectively; however, the content of the
material is a worksheet for writing and composition with focus on the cases of pronouns.
My decision is to disregard the material and look for a more reliable one.
Yes. There are other aspects of the material that are not covered by the tool but
still need to be assessed. Differentiated instruction, contextualization and localization
must be considered.
your learners?
The exercise helped me identify the appropriate LRs for my lesson and for the
needs of the learners I am handling. Moreover, this just proves that as a teacher I need to
be cognizant in getting materials even from LR portal as still there are loopholes in the
system.

Ènclosure No. 3 to
NAME OF TEACHER ELIZABETH A. ESTOPEREZ
POSITION Teacher II
MODULE 3B LESSON 3: LEARNING RESOURCES
LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING

LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS
LESSON 3: ASSESSING THE LR MATERIALS
ACTIVITY 1
Study the LR Rapid Assessment Tool. Download an LR from either DepEd Commons or LRMDS Portal and
assess the material using the tool. Answer the following questions in your Study Notebook:
DEPED
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
--Yes
--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 helps us teachers to determine the best LR suitable for our lessons. It gives us an
overview of what should be considered in choosing a material.

NON- DEPED
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
--Yes
--None
which aspect/s.
--NOne
learners?
-- This assessment tool helps us teachers to determine the best LR suitable for our lessons. It gives us an
overview of what should be considered in choosing a material.

Ènclosure No. 3 to
NAME OF TEACHER EDWARD JOSHUA L. CASTRO
POSITION Teacher I

ACTIVITY 1
ACTIVITY 2

REFLECTION QUESTIONS

• Yes, the material able to meet all 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.

Ènclosure No. 3 to

ACTIVITY 1
ACTIVITY 2


LR material? Why?
• None
• 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.

Ènclosure No. 3 to
NAME OF TEACHER MYRA M. DESACULA
POSITION Teacher II-AP Department

ACTIVITY 1

SELF-LEARNING MODULE IN ARALING PANLIPUNAN 10
1. Connected and relevant to the MELCs? √
2. Appropriate to the grade level and √

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 √

7. the layout and format easy to read and √

pleasing to the eyes?


LR material? Why?
• YES #3, some modules took one to two weeks to disseminate according to
Division Office the problem was in the printing office due to the huge volume
of modules that needs to be printed. #6 More training and technical
assistance for the module writers.
• YES
4. How does this exercise help you in picking the right and appropriate
LRs for your lesson and your learners?
• It helped me choose the right and appropriate learning materials which I can
use as guide in delivery of teaching – learning process.


Name of Teacher LEA ANDREA L. BONIFACIO

Position Master Teacher II

RAPID ASSESSMENT 1
LR Portal: LRMDS
Subject Area: UCSP
Grade Level: 12
Topic: Starting Points for the Understanding of Culture, Society, and Politics
Author: Rhon Bergado
Date created: December 13, 2017

MELCs?


disseminate?



Ans: Yes.
Ans: None. The module was comprehensible and offer varied activities suited for the learners.
Ans: None.
your learners?
Ans: It is both helpful to the teacher and to the learners .
RAPID ASSESSMENT 2
LR Portal: LRMDS
Subject Area: UCSP
Grade Level: 12
Topic: Defining Society and Culture in Perspective of Anthropology and Sociology
Author: Jonathan F. Batac and Donna Marie B. Daya

MELCs?


disseminate?



Ans: No.
Ans: The material has a resemblance to other learning resources. Though the activities are
suited to the learners, there are borrowed materials (i.e., songs, stories, poems, pictures, photos,
brand names, etc.) found in the resources. I would suggest that writers/authors would find
relevant and authentic materials included in this book are owned by their respective copyright
Ans: Yes. There are other aspects of the material that are not covered by the tool but still
need to be assessed such as timely/relevant issues, globalization concerns and localization of
materials must be given concern.
your learners?
Ans: Because lessons must met the standards in acquiring knowledge and skills among
learners, I must me sensible enough in getting materials from LR portal though are still
technicalities in the system..

Name of Teacher RUEL E. GABION

Position Teacher I

RAPID ASSESSMENT 1
LR Portal: LRMDS
Subject Area: Araling Panlipunan 9
Grade Level: 9
Topic: Ang Kahulugan ng Ekonomiks
Author: Rhon Bergado

MELCs?


disseminate?



Ans: Yes.
Ans: None.
your learners?
RAPID ASSESSMENT 2
LR Portal: LRMDS
Subject Area: Araling Panlipunan 9
Grade Level: 9
Topic: Mga Mahahalagang Konsepto sa Ekonomiks
Author: Jonathan F. Batac and Donna Marie B. Daya

MELCs?


disseminate?



Ans: No.
Ans: The material has a resemblance to other learning resources. Though the activities are
suited to the learners, there are borrowed materials (i.e., songs, stories, poems, pictures, photos,
brand names, etc.) found in the resources. I would suggest that writers/authors would find
relevant and authentic materials included in this book are owned by their respective copyright
Ans: Yes. There are other aspects of the material that are not covered by the tool but still
need to be assessed such as timely/relevant issues, globalization concerns and localization of
materials must be given concern.
your learners?
Ans: Because lessons must met the standards in acquiring knowledge and skills among
learners, I must me sensible enough in getting materials from LR portal though are still
technicalities in the system..


Position Teacher I

RAPID ASSESSMENT 1
LR Portal: LRMDS
Grade Level: 8
Topic: Get the main idea Note details in short paragraph and poems and stories read
Author: PA-PROBE DepEd Region VII
Date created: September 8, 2010

MELCs?


disseminate?



Yes.
None. The module was encompassing and has varied activities.
None.
your learners?
This exercise helped me realize that there are other sources I can use when
teaching my students.
RAPID ASSESSMENT 2
LR Portal: LRMDS
Grade Level: 8
Topic: Phonological awareness phonics and word recognition
Author: PA-PROBE DepEd Region VII
Date created: March 23, 2011

MELCs?


disseminate?



No.
The material in the portal is categorized under oral language and fluency with
focus on producing English sounds correctly and effectively; however, My decision is to
disregard the material and look for a more reliable one.
Yes. There are other aspects of the material that are not covered by the tool but
still need to be assessed. Differentiated instruction, contextualization and localization
must be considered.
your learners?
The exercise helped me identify the appropriate LRs for my lesson and for the
needs of the learners I am handling. Moreover, this just proves that as a teacher I need
to be cognizant in getting materials even from LR portal as still there are loopholes in
the system.


Position Teacher I

RAPID ASSESSMENT 1
LR Portal: LRMDS
Grade Level: 7
Topic: decode texts by interpreting visual elements
Author: Education Services Australia

MELCs?


disseminate?



Yes.
None
which aspect/s.
None.
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.
RAPID ASSESSMENT 2
LR Portal: LRMDS
Grade Level: 7
Topic: Voices of the Verb
Author: Emilia Simeon-Bulo National High School, Tabuk City,
Date created: November 27,2019

MELCs?


disseminate?



Yes.
None
None.
and your learners?
Because of this exercise and assessment tool I can now choose better Learning
Resources for my subject matter.

Name of the Teacher FARRAH JOY CASTILLO DAMIAR
Position TEACHER I
Date DAY 2- FEBRUARY 9, 2021
Module 3B ASSESING THE LEARNING RESOURCES
LDM 2 | MODULE 3 | LESSON 3 ASSESING THE LEARNING RESOURCES
ACTIVITY 1
Study the LR Rapid Assessment Tool. Download an LR from either DepEd Commons or
LRMDS Portal and assess the material using the tool. Answer the following questions in your
Study Notebook:

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 √

7. the layout and format easy to √

read and pleasing to the eyes?
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?
and your learners?
REFLECTIONS
The Self-Learning Module in Araling Panlipunan was developed by selected teachers

within the Division. Then the SLM undergone series of validation from the heads and
supervisors. This means that SLM passed all the requirements.
There are two (2) indicators that I answered NO (easy to reproduce and/or disseminate
and free from red flags on possible copyright and plagiarism issues). I do not have the capability
in the reproduction of SLM since the budget comes from the MOOE or SEF. In the number 6
indicator, maybe the TWG should provide more training and technical assistance to the module
writers.
I think, the proper training of the writers should be included.
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.

ACIVITY 2
Explore other non-DepEd LR portals/platforms you can find online. Take note of the
portals in your Study Notebook. Download at least one LR from each portal. Assess the
materials using the same tool and answer the following questions in your Study Notebook:
1. Based on the Assessment Tool, how does the material from a non-DepEd Portal compare
with the LR from the DepEd Portal?
The differences are as follow:
a. they are not contextualized and localized
b. they are not K – 12 compliant
c. they are not MELCs-based
d. they are not simplified
2. Based on the results of the Assessment Tool, what improvements do the materials —both
from DepEd and Non-DepEd portals — still need?
a. free from red flags on possible copyright and plagiarism issues
b. parallelism and congruity of learning competencies between the LRs found
in the DepEd portals and Non-DepEd portals
c. more training of module writers and video lesson presenter

and your learners?
The simulation of how to use the Rapid Assessment tool for LRs had greatly helped
me choose the right and appropriate learning materials which I can use as guide in delivery
of teaching – learning process.
ACTIVITY 3
Choose one of the LR materials that you have developed. Assess this material using the
same tool. Answer the following questions in Your Study Notebook:
1. How does your material compare with the ones that are obtained from the online portals?
Based on our final outputs, the following are noted compared to the LRs we can
access in the online LR portals:
a. it is MELC based
b. the lay-out is different
c. learning activities were contextualized and localized.
d. the level of difficulty is addressed (from easy to the most difficult learning
tasks for learners
1. What improvements do you still need to make in your developed material?
The Activity Sheets needs the following improvements.

1. Better lay-out
2. Proper citation of used reference materials

3. The AS should be carefully validated and edited by real experts

in the fields
ACTIVITY 4
Share and discuss your answers to the questions in Activities 1, 2, and 3 in your next
After the LAC session we had seen a clearer view in making our own LR's and in
choosing and downloading LR's in our DepEd portal. A member of the group suggested that
we must adapt this tool and use it every time we make our own LR’s.


Position Teacher I

RAPID ASSESSMENT 1
LR Portal: Pasay SDO
Subject Area : English 10
Grade Level: 10
Topic: Evaluate text content, elements, features, and properties of a written text using a set of criteria
Author: MARLYN A. MAMADOD
Date created : October, 2020

MELCs?


disseminate?



Ans: Yes.
Ans: None.
your learners?
RAPID ASSESSMENT 2
LR Portal: SDO PASAY
Subject Area: ENGLISH
Grade Level: 10
Topic: Use words and expressions that affirm or negate- EN10G-lle-28
Author: Ma. Francia T. Nunez
Date created: October 2020

MELCs?


disseminate?



Ans: Yes
Ans: None
Ans: None
your learners?
Ans: This activity helped teachers most in identifying whether the LR’s are appropriate for
the grade level of students since it already provides checklist.

Name of Teacher Giovanni C. Duran

Position Teacher I
MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL
Session Topic
DEVELOPMENT AND LAC PLANNING
LESSON 1
ACTIVITY 1
PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE
DIRECTIONS: Check the box that best represents your assessment of your skills and
capabilities.
ITEMS STRONGLY AGREE DISAGREE STRONGLY

AGREE DISAGREE
I can use the modality with ease. ✔
I can confidently use the platforms in the ✔

modalities.
I can use pedagogies associated with the ✔

modalities and platforms.
I can very well manage my learners/class ✔

in the modality that my school has
adopted.
I can very well engage with parents and ✔

community partners in assisting learners.

ACTIVITY 2
Professional standards in
the PPST do I need to
focus on to effectively use
Domain the LDMs in relation to Insights
the content and pedagogy
of the learning area/s I will
be teaching
Community Linkages and Participated in professional This is the domain that I need
Professional Engagement & networks to share knowledge to work on because trainings
Personal Growth and and to enhance practice. for continuing professional
Professional Development (PPST Indicator 7.3.2) development that I attended
(PPST Domain 6 and 7) are only a few. I also have a
very little knowledge about
professional networks. The
problem that I see here is that
there are a very limited
number of continuing
professional development
organizations conducting
free trainings whether they
be physical or virtual. Hence,
teachers who do not have
enough financial resources
definitely have difficulties
participating in such
networks. To ameliorate this
gap, I believe that respective
SDOs must organize more
relevant trainings for
teachers so latter will no
longer have to spend fees I
joining external seminars and
trainings.

ACTIVITY 3
What is your goal toward What will push you to What will help you attain
improving your teaching achieve this goal? this goal?
practices in the
modalities?
Improved integration of ICT Improved student Relevant trainings in ICT.
conventions in my teaching. performance and maximized
use of ICT.
Increased involvement in Professional development. Relevant trainings
professional networks for encompassing my learning
continuous professional area, leadership and
growth and development. management, and classroom
instruction.
To become well-versed in Improved technical skills in Relevant trainings, whether
the utilization of Microsoft teaching. they be schoolbased or
Office software for teaching. sponsored.

LESSON 1
ACTIVITY 1
INDIVIDUAL DEVELOPMENT PLAN
Action Plan
(Recommended Developmental Intervention)
Strengths Developmental Needs Timeline Resources Needed
Learning Objectives of the PD Intervention
Program
Positive use of Strategies for Applying range of strategies Facilitate the positive use of Year- Trainings and
Information and developing critical and to develop critical and creative technologies while using strategies round webinar, Self-
Communication creative thinking, as thinking, as well as higher in developing critical and creative leaning modules
Technology well as other higher- order thinking skills. thinking as well as other higher and worksheets
order thinking skills order thinking skills of the learner
on the distance learning modality.
Support for learner Management of learner Managing learner behavior Know why students have that kind Year- Learner’s data
participation behavior constructively by applying of behavior before deciding on round sheet, Parent-
positive and non-violent what kind of discipline teacher agreement

discipline to ensures learning- (positive/non-violent) will be form, Webinar on
focused environments imposed. Child Protection
Policy
Learners’ gender, Learners in difficult Use differentiated, Use differentiated instruction Year- Learner’s data
needs, strengths, circumstances developmentally appropriate strategies which cater the needs of round sheet, Webinar and
interests and learning experiences to learners. trainings
experiences address learner’s gender,
needs, strengths, interests, and
experiences.
Planning and Teaching and learning Plan, manage, and implement Create and select appropriate Year- Webinar and
management of resources including ICT developmentally sequenced teaching and learning resources to round trainings
teaching and learning teaching and learning process meet learning objectives.
process to meet curriculum
requirements and varied
teaching context.
Feedback to improve Design, selection, Designing, selecting, Design, select, organize, and utilize Year- Webinar and
learning organization and organizing, and using assessment strategies base on what round trainings
utilization of assessment diagnostic, formative, and is needed to assess
strategies assessment strategies
consistent with curriculum
requirements

Establishment of Engagement of parents Maintaining learning Build relationships with Year- Student’s data
learning environments and the wider school environments that are parents/guardian even in wider round sheet, Parent-
that are responsive to community in the responsive to community school community to secure teacher agreement
community contexts educative process contexts. involvement in teaching-learning form, self-learning
process. modules and
worksheets
Professional reflection Professional Sets Professional Have a Reflection on the PPST. Year- PPST, LDM2
and learning to development goals Development goals based on Base on the reflection, plan and round course module.
improve practice the Philippine Professional achieve professional development
Standards for Teachers goals.

ACTIVITY 2
PD DISCUSSION TEMPLATE FOR LAC
PROFESSIONAL
DEVELOPMENT
OBJECTIVES SPECIFIC TOPICS
RELATED TO THE
MODALITIES
Integration of multimodal texts in English

Sexist language; Bias and prejudice in
language that are more culture-fair and
written and spoken languages
gender fair.
The use of technology in teaching grammar

ICT in grammar instruction
to students.


LESSON 1
ACTIVITY 1
capabilities.

AGREE DISAGREE
I can use the modality with ease. /
I can confidently use the platforms in the /

modalities.
I can use pedagogies associated with the /

I can very well manage my learners/class /

adopted.
I can very well engage with parents and /


ACTIVITY 2
Professional standards
in the PPST do I need to
focus on to effectively
use the LDMs in relation
Domain Insights
to the content and
pedagogy of the
learning area/s I will be
teaching
1. Content Knowledge and Applied knowledge of
Pedagogy (PPST Domain content within and across
1) curriculum teaching areas.
(PPST Indicator 1.1.2)
2. Diversity of Learners & Planned and delivered
Assessment and Reporting teaching strategies that are
(PPST Domain 2 and responsive to the special
Domain 5) educational needs of
learners in difficult
circumstances, including:
geographic isolation;
chronic illness; displacement
due to armed conflict, urban
resettlement or disasters;
child abuse and child labor
practices. (PPST Indicator
3.4.2)
3. Curriculum and Set achievable and
Planning (PPST Domain 4) appropriate learning
outcomes that are aligned
with learning competencies.
4. Community Linkages Developed a personal
and Professional improvement plan based on
Engagement & Personal reflection of one’s practice
Growth and Professional and ongoing professional
Development (PPST learning. (PPST Indicator
Domain 6 and 7) 7.4.2)

ACTIVITY 3
practices in the
modalities?
Delivers error-free outputs Avoids rework, mistakes Undertakes personal actions
most of the time by and wastage through and behavior that are clear
conforming to standard effective work methods by and purposive and takes into
operating procedures placing organizational needs account personal goals and
correctly and consistently. before personal needs. values congruent to that of
Able to produce very the organization.
satisfactory quality work in
terms of
usefulness/acceptability and
completeness with no
supervision required

LESSON 1
ACTIVITY 1
Action Plan
(Recommended Developmental
Intervention)
Learning Objectives Intervention

of the PD Program
Planned and delivered Used strategies for Diversity of Undertakes personal Whole year School Fund
teaching strategies providing timely, Learners & actions and behavior
that are responsive to accurate and Assessment and that are clear and Local Government
the special constructive feedback Reporting (PPST purposive and takes Program
educational needs of to improve learner Domain 2 and into account personal
learners in difficult performance. (PPST Domain 5) goals and values
circumstances, Indicator 5.3.2) congruent to that of
including: geographic the organization.
isolation; chronic

illness; displacement
due to armed conflict,
urban resettlement or
disasters; child abuse
and child labor
practices. (PPST
Indicator 3.4.2)
PD Discussion Template/LAC Plan
PD Objective to the Modalities Specific Topics Timeline Resources

ACTIVITY 2
PROFESSIONAL
DEVELOPMENT OBJECTIVES SPECIFIC TOPICS
RELATED TO THE MODALITIES


MODULE 4 PLANNING FOR CONTINUING PROFESSIONAL
Ènclosure No. 3 to
ACTIVITY 1 - PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE
Check the box that best represents your assessment of your skills and capabilities.

AGREE DISAGREE
I can use the modality with ease.
I can confidently use the platforms in the

modalities.
I can use pedagogies associated with the

I can very well manage my learners/class

adopted.
I can very well engage with parents and


ACTIVITY 2
Domain Insights
to the content and
pedagogy of the
teaching
Domain number six As my self-assessment I need to build strong
where I got only the agree relationship with the
- community linkages level so there's a room for guardians/parents of my
and professional my improvement. Also, I students to deliver the
engagement want to enhance the quality supervisory among
linkages and domain number six the them as well as with my
professional community linkages and co mentors in schools.
engagement professional
engagement..

ACTIVITY 3
practices in the
modalities?
To produce quality output, Improving my teaching Contunue my professional
learners ready and fully strategies and practices development
equipped
Can make the best lessons Learning to unpacking and Study and apply the MELCs
for the new normal combining the MELCs given by Deped
Provide the quality modules Applying the assessment Always visit the LRMDS and
for my students in the tool in choosing learning Deped commons
Modular Distant Learning resources for the modules
this new normal
I want to try and apply TVBI Learn the basic standards
in our school in using TVBI modalities


MODULE 4 INDIVIDUAL DEVELOPMENT PLAN
ACTIVITY 1
Action Plan

Learning Objectives of Intervention
the PD Program
Applied knowledge of Applied a range of teaching Content Knowledge Attending seminars SY 2020-2021 Laptop
content within and strategies to develop critical and Pedagogy about curriculum
across curriculum and creative thinking as well as planning, lesson planning (October 5-June 20221) Cellphone
teaching areas the higher-order thinking skills and teaching strategies
ICT experts
MELCs
Internet access
Performed various Established a learner-centered Diversity of Learning Attend orientation about SY 2020-2021 Laptop
related work/activities culture by using teaching & Assessment and MELCs, LAC session
that contribute to the strategies that respond to their Reporting discussing MELC based (October 5-June 20221) Cellphone
teaching-learning linguistic, cultural, socio- lesson plans
ICT experts
process economic and religious
backgrounds MELCs
Internet access
Support Provide the quality modules for Applying the Attending seminar about INSET, Laptop
curriculummanagement my students in the Modular Assessment tool in learning resources,
and implementation Distant Learning this new choosing learning LRMDS and Deped LAC sessions Cellphone
normal resources for the commons
ICT experts
modules
MELCs
Internet access

ACTIVITY 2 - PD DISCUSSION TEMPLATE FOR LAC
PROFESSIONAL
Making lesson plan align with the

MELCs unpacking and combining
MELCs by Deped
Applying the assessment tool in

Learning Resources using LRMDS and
choosing learning resources for the
DepEd Commons
modules


LESSON 1
ACTIVITY 1
capabilities.

AGREE DISAGREE

/
modalities.

/
I can very well manage my learners/class

in the modality that my school has /
adopted.

/

ACTIVITY 2
Domain Insights
to the content and
pedagogy of the
teaching
Domain 1 Modelling a comprehensive Careful selection of effective
Content Knowledge & selection of effective teaching teaching strategies that
Pedagogy strategies that promotes promotes learner achievement
learner achievement in in literacy and numeracy
literacy and numeracy. should be addressed properly.
Domain 2 Applying comprehensive One of the ways to address a

Learning Environment knowledge of and acting as a safe and more secure learning
resource person for policies , environment is to always
guidelines and procedures that observe health protocols
relate to the implementation specially during this time of
of safe and secure learning Pandemic.
environment for learners.
Domain 4 Modelling exemplary practice Careful planning of the

Curriculum and Planning and leading colleagues in lessons should take place.
enhancing current practices in Teachers should consider the
planning and management of fact that learning modality is
developmentally sequenced now different compared
teaching and learning process. before.

Domain 5 Leading initiatives in the Adopt an appropriate

Assessment and Reporting evaluation of assessment assessment method to ensure
policies and guidelines that that learning among children
relate to the design, selection, is effective.
organization and use of
effective diagnostic, formative
and summative assessment
consistent with curriculum
requirements.
ACTIVITY 3
practices in the modalities?
1. Make effective learning to The challenges in teaching Attend webinars

happen in the new normal under new normal .
using teaching strategies that
fit modular distance
learning.
2. Better collaboration the DepEd’s aim to continuous Enhanced teamwork of all

whole community. learning amidst pandemic. the teachers, parents,
learners and stakeholders.
3. Fair Assessment to Knowing the reality of our Students’ cooperation in

students output. current situation. submitting their output.
4. Maximize the lacking Empathy to students and Support from parents.

resources in providing hope for their better future.
students assistance.

LESSON 1
ACTIVITY 1
Action Plan
of the PD Program
1. Applies mastery of 1. Manage an Designing ,adapting SLAC,training February 15-June Virtual Platform ,Digital
content knowledge and environment conducive and implementing ,mentoring 16,2021 device, Internet
its application across to learning. strategies that are connectivity.
learning areas. responsive to the
learners.
2. Facilitates learning
using appropriate and
innovative teaching
strategies and classroom

management practices.
3. Used differentiated
developmental learning
experiences to address
learner’s gender needs,
strengths and
weaknesses.
4. Maintained upadated
records of learners’
progress.

ACTIVITY 2
PROFESSIONAL SPECIFIC TOPICS

DEVELOPMENT OBJECTIVES
To manage learner behaviour constructively Apply more positive and effective
by applying positive and non-violent strategies to develop and manage
discipline to ensure learning-focused behaviour constructively in every task
environment. and activities.
Result-focused particularly on achieving Arrange schedules for each task that

result with optimal use of time and needs to be accomplished as urgent, high
resources most of the time. priority and priority.


LESSON 1
ACTIVITY 1
capabilities.

AGREE DISAGREE

modalities.


adopted.


ACTIVITY 2
Domain Insights
to the content and
pedagogy of the
teaching
I need to develop my
6 Community linkages and commitment and build a
professional engagement good relationship with the
parents/guardians of my
students.
ACTIVITY 3
practices in the
modalities?
To provide quality Learn and get familiar Attend webinars
instructions for learning to with the techniques and
still take place. other things to be
considered in handling
online classes.
To reach out to students Apply the assessment tool Creating LRMDS account.
and be able provide in choosing learning
quality printed/digital resources for the modules.
modules.

LESSON 1
ACTIVITY 1
Action Plan
Intervention)

of the PD Program
Applied knowledge Applied a range of Content Attending seminars SY 2020-2021 Laptop

of content within and teaching strategies Knowledge and about curriculum
across curriculum to develop critical Pedagogy planning, lesson (October 5-June Cellphone
teaching areas and creative thinking planning and 20221)
ICT experts
as well as the teaching strategies
higher-order thinking MELCs
skills
Internet access

Performed various Established a Diversity of Attend orientation SY 2020-2021 Laptop

related learner-centered Learning & about MELCs, LAC
work/activities that culture by using Assessment and session discussing (October 5-June Cellphone
contribute to the teaching strategies Reporting MELC based 20221)
MELCs
teaching-learning that respond to their lesson plans
process linguistic, cultural, Internet access
socio-economic and
religious
backgrounds

ACTIVITY 2
PROFESSIONAL
Making lesson plan align with the MELCs

by Deped
Applying the assessment tool in choosing Learning Resources using LRMDS and
learning resources for the modules DepEd Commons


Position Teacher I
Session Topic Module 4: Planning for Continuing Professional Development and
LAC Planning

REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT
ACTIVITY 1
capabilities.

AGREE DISAGREE

modalities.
/

/
I can very well manage my

learners/class in the modality that my
/
school has adopted.

/

ACTIVITY 2
Professional standards in the

PPST do I need to focus on to
effectively use the LDMs in
Domain Insights
relation to the content and
pedagogy of the learning area/s I
will be teaching
Established a learner-centered I will encourage my students

2. Diversity of Learners culture by using teaching to have positive interactions
& Assessment and strategies that respond to their with each other though they
Reporting (PPST linguistic, cultural, socio- have that so called individual
Domain 2 and Domain 5) economic, and religious differences. I am more than
backgrounds. (PPST Indicator willing to make a socialization
3.2.2) to them so that I will be giving
that opportunity and time to
know them well as they want
to know me too.
Planned and delivered teaching I will be more responsible to

strategies that are responsive to know what is happening to my
the special educational needs of students especially now in this
2. Diversity of Learners learners in difficult circumstances, time of pandemic. I will
& Assessment and including: geographic isolation; update them from time to time
Reporting (PPST chronic illness; displacement due on what are they doing now.
Domain 2 and Domain 5) to armed conflict, urban And or, update their parents
resettlement, or disasters; child about their current situation/
abuse and child labor practices. condition at home. Because it
(PPST Indicator 3.4.2) is very important for me to
know if my students are in
safety condition.

ACTIVITY 3
What is your goal toward What will push you to What will help you attain this
improving your teaching achieve this goal? goal?
Use strategies for providing Achieves results with Prioritizes work tasks to achieve
timely, accurate and optimal use of time and goals.
constructive feedback to resources most of the time.
improve learner Have that time management and
performance. Actively having a time focus when doing some work
(PPST Indicator 5.3.2) communicating with my tasks.
students thru different modes
of communication. Keep communicated with the
learners.


Position Teacher I
LAC Planning

PLANNING FOR THE CONTINUING PROFESSIONAL DEVELOPMENT AND PARTICIPATION IN THE LAC
ACTIVITY 1

Action Plan

of the PD Program

Used strategies for Established a learner- Diversity of Learners Encourage student to SY 2020- 2021 K-12 Curriculum Guide 2016
providing timely, centered culture by using & Assessment and have a self-reflection as (October 5, 2020 – June
accurate and constructive teaching strategies that Reporting well as group reflection 26, 2021) MELCs
feedback to improve respond to their (PPST Domain 2 and with their co-learners
learner performance. linguistic, cultural, socio Domain 5) and allow them to have Self- Learning Modules
(PPST Indicator 5.3.2) group sharing.
economic and religious
LDM2 Modules
backgrounds.
(PPST Indicator 3.2.2) Internet Access
Laptop
Cellphone

ACTIVITY 2
PROFESSIONAL DEVELOPMENT
Established a learner-centered culture by

using teaching strategies that respond to
Different Civilizations that were raised in
their linguistic, cultural, socio economic and
the different countries in the world.
religious backgrounds.


Position Teacher I
LAC Planning

REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT
ACTIVITY 1
capabilities.

AGREE DISAGREE
I can use the modality with ease.

/

modalities.
/

/
I can very well manage my

learners/class in the modality that my
/
school has adopted.

/

ACTIVITY 2
Professional standards in the

PPST do I need to focus on to
effectively use the LDMs in
Domain Insights
relation to the content and
pedagogy of the learning area/s I
will be teaching
Established a learner-centered
2. Diversity of Learners culture by using teaching
I will encourage more of my
& Assessment and strategies that respond to their
learners to have a positive
Reporting (PPST linguistic, cultural, socio-
interaction with other people
Domain 2 and Domain 5) economic, and religious
so that they will understand the
backgrounds. (PPST Indicator
value of diversity.
3.2.2)
Planned and delivered teaching I will be more responsive in

strategies that are responsive to their special needs in this time
the special educational needs of of pandemic. I will be more
2. Diversity of Learners learners in difficult circumstances, aware of the situations my
& Assessment and including: geographic isolation; learners are facing right now
Reporting (PPST chronic illness; displacement due so that I can deliver them the
Domain 2 and Domain 5) to armed conflict, urban quality education they needed,
resettlement, or disasters; child but I know myself that I did
abuse and child labor practices. not lack encouragement and
(PPST Indicator 3.4.2) because I keep on motivating
them as far, I can provide.

ACTIVITY 3
What is your goal toward What will push you to What will help you attain this
improving your teaching achieve this goal? goal?
Use strategies for providing Achieves results with Undertakes personal actions and
timely, accurate and optimal use of time and behavior that are clear and
constructive feedback to resources most of the time. purposive and takes into account
improve learner personal goals and values
performance. Maintains a professional congruent to that of the
(PPST Indicator 5.3.2) image: being trustworthy, organization.
regularity of attendance and
punctuality, good grooming, Prioritizes work tasks and
and communication. schedules (through Gantt charts,
checklists, etc.) to achieve goals.


Position Teacher I
LAC Planning

PLANNING FOR THE CONTINUING PROFESSIONAL DEVELOPMENT AND PARTICIPATION IN THE LAC
ACTIVITY 1

Action Plan
of the PD Program
Used strategies for Planned and delivered Diversity of Learners Act with a sense of SY 2020- 2021 K-12 Curriculum Guide
providing timely, teaching strategies that & Assessment and urgency and (October 5, 2020 – June 2016
accurate and constructive are responsive to the Reporting responsibility to meet MELCs

feedback to improve special educational needs (PPST Domain 2 and the organization’s 26, 2021) Self- Learning Modules
learner performance. of learners in difficult Domain 5) needs, improve system LDM2 Modules
(PPST Indicator 5.3.2) circumstances, including: and help others improve Internet Access
geographic isolation; their effectiveness. Laptop
chronic illness; Cellphone
displacement due to Displays emotional IT Experts
armed conflict, urban maturity and
resettlement or disasters; enthusiasm for and is
child abuse and child challenged by higher
labor practices. goals.

ACTIVITY 2
PROFESSIONAL DEVELOPMENT
Improving teaching strategies that are
responsive to the special educational needs
of learners in difficult circumstances,
including: geographic isolation; chronic Teaching the Republic Act 7394 also known
illness; displacement due to armed conflict, as the Consumer Act of the Philippines
urban resettlement, or disasters; child abuse
and child labor practices.


LESSON 1
ACTIVITY 1
capabilities.

AGREE DISAGREE

modalities.
/


adopted.


ACTIVITY 2
Domain Insights
to the content and
pedagogy of the
teaching
Curriculum and Planning Selected, developed,

(PPST Domain 4) organized and used
appropriate teaching and
learning resources,
including ICT, to address
learning goals

ACTIVITY 3
practices in the
modalities?
 Ensure the positive  Use digital
To be equipped in using the use of ICT to resources like
technologies as an avenue facilitate the Electronic grade
books, digital
in the learning process of teaching and portfolios, learning
my students. learning process. games, and real-time
(PPST Indicator feedback
1.3.2) on teacher and
student
 Select, develop, performance.
organize and use  Use different apps or
trusted online
appropriate teaching resources to
and learning enhance the old
resources, including ways of teaching.
ICT, to address
learning goals. (PPST
Indicator 4.5.2)

LESSON 1
ACTIVITY 1
Action Plan
Intervention)
Learning Intervention
Objectives of the
PD Program
Applied knowledge of Content Knowledge Continues learning, October 5,2020- Reading materials
content within and and Pedagogy have a thorough August 2021
across curriculum knowledge and Digital learning
resources
teaching areas. understanding of
their area of multimedia
(PPST Indicator 1.1.2) specialty.

Selected, developed, Curriculum and Attend different October 5,2020- Hired ICT Experts
organized and used Planning webinars that caters August 2021
Laptop
appropriate teaching different strategies in
and learning teaching using the Internet Access
resources, including different app in the
ICT, to address computer.
learning goals. (PPST
Indicator 4.5.2)

ACTIVITY 2
PROFESSIONAL
Result focus particularly on achieving Arrange schedules for each task that needs
results with optimal use of time and to be accomplished as urgent, high priority
resources most of the time. and priority.
To manage learner behavior constructively Apply more positive and effective strategies
by applying positive and non-violent to develop and manage behavior of the
discipline to ensure learning-focused learners constructively in every task and
environment. activities.

LDM 2 | MODULE 4 | LESSON 1 PLANNING FOR CONTINUING PROFESSIONAL

ACTIVITY 1
capabilities.

AGREE DISAGREE

modalities.


adopted.


ACTIVITY 2
Domain Professional standards in the Insights

PPST do I need to focus on
to effectively use the LDMs
in relation to the content and
pedagogy of the learning
area/s I will be teaching
Domain 1 Modelling a comprehensive Since learning modality has
Content Knowledge selection of effective teaching drastically changed this
& Pedagogy strategies that promote learner school year due to global
achievement in literacy and health pandemic, careful
numeracy. selection of effective
teaching strategies that
promote learner achievement
in literacy and numeracy
should be addressed
properly.
Domain 2 Applying comprehensive We need to address a safer
Learning Environment knowledge of and acting as a and more secure learning
resource person for, policies, environment especially now
guidelines and procedures that that Covid-19 is still
relate to the implementation of infecting people. Health
safe and secure learning protocols should be observed
environments for learners. always.
Domain 4 Modelling exemplary practice Careful planning of the
Curriculum and and leading colleagues in lessons should take place.
Planning enhancing current practices in Teachers should consider the
the planning and management fact that learning modality is
of developmentally sequenced different now compared
teaching and learning before.
processes.
Domain 5 Leading initiatives in the Teachers should adopt
Assessment & evaluation of assessment appropriate assessment
Reporting policies and guidelines that method to ensure that
relate to the design, selection, learning among children is
organization and use of effective though modular
effective diagnostic, formative, distance learning is the
and summative assessment learning modality most of us

consistent with curriculum will be using under the new

requirements. normal school setting.
ACTIVITY 3
What is your goal toward

What will push you What will help you attain
improving your teaching
to achieve this goal? this goal?
1. Make effective learning to

happen in the new normal using
teaching strategies that fit Attending webinars.
modular distance learning by The challenges in teaching Partnership with stakeholders.
attending/joining webinars that under the new normal. Training para-teachers as
help us make our lessons facilitators of learning.
effective to deliver.
2. Maximize the lacking The empathy to students and Support from their parents and
resources in providing student the hope for the betterment of stakeholders.
assistance. our future
3. Fair assessment to students

output based on diverse state of Knowing the reality of our Student’s cooperation in
life current situation. submitting their output
DepEd’s aim to provide Enhanced teamwork of all the

4. Better collaboration to the continuous learning amidst actors of learning; teachers,
whole community. pandemic. parents, students, and
stakeholders.

LESSON 1
ACTIVITY 1
Action Plan
Intervention)
Strengths Developmental Timeline Resources Needed
Needs
Objectives of the
PD Program
1. Applies mastery of 1. Manage an Designing, SLAC, training, February 15 – June Virtual platform
content knowledge environment adapting and mentoring 16, 2021
and its application conducive to learning. implementing Digital device
across learning areas. teaching strategies Office supply
that are responsive
to the learners
with disabilities,
giftedness and
talents.

2. Facilitates learning
using appropriate and
innovative teaching
strategies and
classroom
management
practices.
3. Used differentiated
developmentally
learning experiences
to address learner's
gender needs,
strengths and
weaknesses.
4. Maintained
updated records of
learner's progress.
5. Performed various
related activities that
contribute towards
personal and

professional growth.

ACTIVITY 2
PROFESSIONAL DEVELOPMENT SPECIFIC TOPICS

OBJECTIVES
To manage learner behavior constructively by Apply more positive and effective
applying positive and non-violent discipline to strategies to develop and manage
ensure learning-focused environment. behavior of the learners constructively
in every task and activities.
Result focus particularly on achieving results Arrange schedules for each task that
with optimal use of time and resources most of needs to be accomplished as urgent,
the time. high priority and priority.


LESSON 1
Thursday, February 11, 2021
ACTIVITY 1
capabilities.

AGREE DISAGREE

modalities.


adopted.


ACTIVITY 2
the PPST do I need to focus
on to effectively use the
Domain LDMs in relation to the Insights
content and pedagogy of
the learning area/s I will
be teaching
Domain 1- Positive use of ICT
Content Knowledge Use of MELCs
and Pedagogy Classroom communication
strategies
Domain 3- Learners in difficult
Diversity of learners circumstances
Domain 4- Learning outcomes aligned

Curriculum and with learning competencies
Planning (unpacked/combined/retained/
dropped MELCs)
ACTIVITY 3

practices in the
modalities?
To produce quality output, Improve the teaching Continue professional
learners ready and fully strategies and practices development
equipped
Provide the quality modules Apply the assessment tool in Create account in the
for students in the Modular choosing learning resources LRMDS and DepEd
Distant Learning this new for the modules Commons
normal
Can make the best lessons Learn to unpack and Study and apply the MELCs
for the new normal combine MELCs given by DepEd
To try and apply TVBI and Learn the basic and TVBI and RBI modules and
RBI in the school for the standards in using TVBI and MOA for TV and radio
opening of classes RBI modalities to answer all stations
queries

LESSON 1
ACTIVITY 1
Action Plan
Intervention)

of the PD Program
1. Apply mastery of 1. Manage an Designing, adapting LAC, training, February 15 – June Virtual platform
content knowledge environment and implementing webinar/s, INSET 16, 2021
and its application conducive to learning. teaching strategies mentoring, coaching Digital device
across learning areas. that are responsive Office supply
to the learners with
disabilities,
giftedness and
talents.

2. Facilitate learning 2. Write Verifying the Webinars, training Year round School fund
using appropriate and educational/action consequences of etc.
Office supply
innovative teaching research new educational
strategies and decisions, teaching Laptop etc.
classroom and leadership
management strategies etc. Internet connectivity
practices etc.
3. Use differentiated 3. Enhance/Improve Adopting teaching Webinars, hand-on January-March 2021 e-lab
developmentally ICT skills styles that is training , INSET etc.
virtual platform
learning experiences convenient,
to address learner's practical and digital device
gender needs, promote
strengths and independent hub/s etc.
weaknesses. learning
4. Maintain updated
records of learner's
progress.
5. Perform various
related activities that
contribute towards
personal and

professional growth.

ACTIVITY 2
PROFESSIONAL
Making lesson plan align with MELCs

By DepEd
Applying the assessment tool in choosing Learning Resources, using of LRMDS

learning resources for the modules and DepEd commons


LESSON 1
ACTIVITY 1
capabilities.

AGREE DISAGREE
I can use the modality with ease. ✔
I can confidently use the platforms in the ✔

modalities.
I can use pedagogies associated with the ✔

I can very well manage my learners/class ✔

adopted.
I can very well engage with parents and ✔


ACTIVITY 2
Professional
standards in the
PPST do I need to
focus on to
effectively use the
Domain Insights
LDMs in relation to
the content and
pedagogy of the
learning area/s I will
be teaching
Content knowledge and Developing an Since learning modality has
pedagogy understanding in a particular changed this school year
topics, problems, or issues because of the COVID-19
are organized, represented, pandemic, careful selection
and adapted to the diverse of effective teaching
interests and abilities of strategies should be
learners, and presented for addressed properly.
instruction.
Learning Environment Establish a supportive We need to address a safer

learning culture, each and more secure learning
member of the learning environment especially now
community should have the that Covid-19 is still
feeling of connectedness. infecting people. Health
address learners' needs, protocols should be
keep it positive, provide observed always.
feedback,
celebrate success.

Curriculum and Planning Determine your goals and Careful planning of the
expectations, lessons should take place.
choose one content area to Teachers should consider
focus on each year, the fact that learning
research the content and use modality is different now
premade lesson plans. compared before.
Make a list of 3-5 resources

for each concept, get to
know your students. Start
with a few reusable
activities.
1.
Assessment & Reporting Leading initiatives in the Teachers should adopt

evaluation of assessment appropriate assessment
policies and guidelines that method to ensure that
relate to the design, learning among children is
selection, organization and effective though modular
use of effective diagnostic, distance learning is the
formative, and summative learning modality most of us
assessment consistent with will be using under the new
curriculum requirements normal school setting.

ACTIVITY 3
practices in the
modalities?
Fair assessment to students’ Knowing the reality of our Students’ cooperation in
output based on the diverse current situation. submitting their output.
state of life.
Enhance my understanding The challenges in teaching Attending webinars.

of the different LDM most under the new normal.
importantly the online
distance learning.
state of life.
for the new normal class. combining the MELCs. given by DepEd.
Better collaboration to the DepEd’s aim to provide Enhanced teamwork of all

whole community. continuous learning amidst the actors of learning;
COVID-19 pandemic. teachers, parents, students
and stakeholder.


LESSON 1
ACTIVITY 1
Action Plan
Intervention)

of the PD Program
Focusing teaching Can make the best Making lesson Attending Whole year round Self-funding,
and learning lessons for the new plan align with orientation about School fund, others.
normal class. the MELCs by MELCs, LAC
DepEd. sessions discussing
MELCs based
lesson plan.
sessions discussing
MELCs based

lesson plan.
Applied skills in the Used a range of Improve skills Attend various Whole year round Self-funding School
effective teaching strategies to and strategies to seminars. fund, others.
communication of enhance learner develop
learners needs, achievement in meaningful
progress and literacy and teaching-learning
achievement to key numeracy skills. process including
stakeholders, assessment tools
including parents and techniques to
and guardians. enhance students’
mastery in my
subject.
Practices ethical and Methods to improve Management There will always

professional performance practices be rooms for
behavior and improvements.
considering the
impact of my actions
and decisions to
others.

ACTIVITY 2
PROFESSIONAL
DEVELOPMENT
RELATED TO THE
MODALITIES
Making lesson plan align with the MELCs

MELCs, unpacking and combining
by DepEd
Enhancing capabilities on giving Outsourcing or developing learning

interventions to learners in distance learning interventions for distance learnings
To manage learner behavior constructively Apply more positive and effective strategies
by applying positive and non-violent to develop and manage behavior of the
discipline to ensure learning-focused learners constructively in every task and
environment. activities

Name Edward Joshua L. Castro

Position Teacher I
Session Topic MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL
LESSON 1
ACTIVITY 1
capabilities.
ITEMS STRONGL AGREE DISAGRE STRONGL

Y AGREE E Y
DISAGRE
E
I can use the modality with ease. ✓
I can confidently use the platforms in the ✓

modalities.
I can use pedagogies associated with the ✓

I can very well manage my learners/class ✓

adopted.
I can very well engage with parents and ✓


ACTIVITY 2
focus on to effectively use
Domain the LDMs in relation to Insights
the content and pedagogy
of the learning area/s I will
be teaching
Content knowledge and Modeling a comprehensive Since learning modality has
pedagogy selection of effective changed this school year
strategies that promote because of the COVID-19
learners’ achievement in pandemic, careful selection
Learning Environment literacy and
Applying numeracy.
comprehensive Weofneedeffective teaching
to address a safer
knowledge of and acting as strategies should
and more secure learningbe
a resource person for, addressedespecially
environment properly.now
policies, guidelines and that Covid-19 is still
Curriculum and Planning procedures
Modelling thatexemplary
relate to the infecting people. Health
Careful planning of the
implementation
practice and of safe and
leading protocols
lessons should
should be
take place.
secure in
colleagues learning
enhancing observed
Teachers always.
should consider
environments for learners
current practices in the the fact that learning
Assessment & Reporting planning and management
Leading initiatives in the modality
Teachersisshould
different now
adopt
of developmentally
evaluation of assessment comparedassessment
appropriate before.
sequenced teaching and
policies and guidelines that method to ensure that
learning
relate processes.
to the design, learning among children is
selection, organization and effective though modular
use of effective diagnostic, distance learning is the
formative, and summative learning modality most of us
assessment consistent with will be using under the new
curriculum requirements. normal school setting

ACTIVITY 3
practices in the
modalities?
Enhance my understanding The challenges in teaching Attending webinars.
of the different LDM most under the new normal.
importantly the online
distance learning.
Maximize the lacking The empathy to students and Support from their parents
resources in providing the hope for the betterment and stakeholders.
student assistance. of the future.

state of life.
for the new normal class. combining the MELCs. given by DepEd.
Better collaboration to the DepEd’s aim to provide Enhanced teamwork of all

whole community. continuous learning amidst the actors of learning;
COVID-19 pandemic. teachers, parents, students
and stakeholder.

LESSON 1
ACTIVITY 1
Action Plan
Intervention)
Objectives of the
PD Program
Ensured the positive Applied range of Content Knowledge Undertakes personal SY. 2020-2021 MELCs
use of ICT to facilitate teaching strategies to and pedogogy actions and behavior that
are clear and purposive. (October 5, 2020- Learning Modules
the teaching and develop critical and (PPST Indicator
learning process creative thinking, as 1.1.2) Displays emotional June 26, 2021)
Gadgets and internet
well as other higher maturity and enthusiasm .
access
order thinking Participate in the webinars
skills.(PPST Indicator related to teaching School Funds
1.5.2) strategies.

ACTIVITY 2
PROFESSIONAL
DEVELOPMENT
RELATED TO THE
MODALITIES
Making Weekly Honme Learning Plan align

MELCs unpacking and combinig
with the MELCs by Deped
Applying the assessment tool in choosing Learning Resources, using LRMDS and
learning resources for the modules Deped Commons


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FORM 1: LAC PROFILE

REGION: NATIONAL CAPITAL REGION

LAC ID (name or number): LAC-2-001 Number of LAC members: 14

Name of LAC Facilitator: Designation/Position:

NAME Male/ DESIGNATIO DIVISION/S Contact details (email, Preferred contact

BONIFACIO, LEA Female Master Pasay 09175647932/ phone, email,

OQUENDO, Pasay maurennemia.oquendo

Pasay 09984000066/ phone, email,

DE JESUS, Female TEACHER Pasay jazper.dejesus@deped.g phone, fb,

DAMAIR, Female TEACHER Pasay farrahjoy.damiar@deped phone, fb,

GABION, RUEL Male TEACHER Pasay ruel.gabion@deped.gov. phone, fb,

DURAN, Male TEACHER Pasay 09276118057/giovanni.d Email,

ESTOPEREZ, Female TEACHER Pasay elizabeth.estoperez@dep FB, Google

SANTOS, FAITH Female TEACHER Pasay faithann.santos@deped. Email,Faceboo

CASTRO, Male TEACHER Pasay ej.castro@depedpasay.p Messenger, fb,

CONTILLO, GINA Female TEACHER Pasay gina.contillo@deped.go FB,Phone,emai

Division: Pasay City

NAME: Almera M. Male/Female: Female Date of Birth: April Age: 48

Contact details: Email: Mobile Number: Facebook Name:

LAC ID: LAC-2-001 REGION: NCR

LAC FACILITATOR: LANI M. MENDOZA LAC SESSION NO.: 1

Number of members present (attach attendance document): 14

___ Self-Learning Module

(SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA = Strongly agree)

1. All of the members came

3. Members listened to each

4. The members’ assignments

5. The members demonstrated

6. I managed the sharing and

7. I encouraged all the members

8. I provided useful feedback on

1. The best part of the session (i.e. what went well):

3. Other topics discussed apart from the recommended topics, if any:

4. Recommendations/Plans for next LAC session:

NAME OF MEMBER: JAZPER P. DE JESUS LAC SESSION ID.: LAC – 2 – 001

REGION: NCR DATE OF LAC SESSION: 02-08-2021

DIVISION: PASAY NUMBER OF LAC SESSION: 1

THE LAC SESSION

1. I learned a lot from my /

2. The LAC session deepened /

3. My perspective on the topic/s /

4. I participated actively in the /

5. I interacted with different /

6. I feel motivated to apply in /

7. I intend to apply what I have /

1. I need further clarification and/or resources on the following topics:

2. I encountered the following problems or challenges: None.

3. Other comments/suggestions: None.

NAME OF MEMBER: JAZPER P. DE JESUS LAC SESSION ID.: LAC – 2 – 001

REGION: NCR DATE OF LAC SESSION: 02-09-2021

DIVISION: PASAY NUMBER OF LAC SESSION: 2

THE LAC SESSION

1. I learned a lot from my /

2. The LAC session deepened /

3. My perspective on the topic/s /

4. I participated actively in the /

5. I interacted with different /

6. I feel motivated to apply in /

7. I intend to apply what I have /

1. I need further clarification and/or resources on the following topics:

2. I encountered the following problems or challenges: None.

3. Other comments/suggestions: None.

NAME OF MEMBER: JAZPER P. DE JESUS LAC SESSION ID.: LAC – 2 – 001

REGION: NCR DATE OF LAC SESSION: 02-10-2021