MALASUGUI ELEMENTARY SCHOOL

MARISSA N. RODELAS
TEACHER I
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 Expected Outputs and Assessment for LDM2 Teachers
Module Expected Outputs (to be submitted to LAC Leaders)
Module 1 No outputs for submission
Course Orientation
Module 2 Individual/LAC Group Presentation on Unpacking of a Sample
MELCs MELC
Module 3A ● List of targeted learner interventions
Lesson Design and Assessment ● Learning tasks for DL
● Assessment methods in DL
● Weekly Home Learning Plan for 1 subject
● Individual Learning Monitoring Plan for a student who lags
behind in completing the learning tasks
● LAC 3 Teacher Engagement Report (Optional if LAC
session was conducted)
● LAC 3 Session Report (Optional if LAC session was
conducted)
Module 3B ● Two (2) accomplished LR Rapid Assessment Tools with
Learning Resources reflections
Module 4 ● Finalized LDM Individual Development Plan (produced
PD and LAC Planning after discussion during LAC)

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 MODULE 2: MELCS
Individual/LAC Group Presentation on Unpacking of a Sample MELC
K -12 LEARNING MELCs
COMPETENCIES

Merged/Clustered Describe objects based on

attributes/properties (shapes, size,
its use and functions)
Group objects that are alike
Match object, pictures based on
properties /attributes in one-to-one
correspondence - object to object -
object to picture - picture to picture
Sort and classify objects according to
one attribute/property (shape, color,
size, function/use)

Retained Nasasabi ang mga sariling Nasasabi ang mga sariling

pangangailangan nang walang pangangailangan nang walang
pagaalinlangan pagaalinlangan
Identify the letter, number, or word Identify the letter, number, or word
that is different in a group that is different in a group
Nakikilala ang sarili SEKPSE-00-1 1.1 Nakikilala ang sarili SEKPSE-00-1 1.1
pangalan at apelyido SEKPSE-Ia-1.1 pangalan at apelyido SEKPSE-Ia-1.1
1.2 kasarian SEKPSE-Ib-1.2 1.3 1.2 kasarian SEKPSE-Ib-1.2 1.3
gulang/kapanganakan SEKPSE-Ic-1.3 gulang/kapanganakan SEKPSE-Ic-1.3
1.4 gusto/di-gusto 1.4 gusto/di-gusto
Nasasabi ang mga sariling Nasasabi ang mga sariling
pangangailangan nang walang pangangailangan nang walang
pagaalinlangan pagaalinlangan
Natutukoy na may pamilya ang Natutukoy na may pamilya ang bawat
bawat isa isa
Natutukoy kung sino-sino ang Natutukoy kung sino-sino ang
bumubuo ng pamilya bumubuo ng pamilya
Nailalarawan kung paano nagkakaiba Nailalarawan kung paano nagkakaiba
at nagkakatulad ang bawat pamilya at nagkakatulad ang bawat pamilya
Naipakikita ang pagmamahal sa mga Naipakikita ang pagmamahal sa mga
kasapi ng pamilya at sa nakatatanda kasapi ng pamilya at sa nakatatanda
sa pamamagitan ng: 4.1 pagsunod sa pamamagitan ng: 4.1 pagsunod
nang maayos sa mga utos/kahilingan nang maayos sa mga utos/kahilingan

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 4.2 pagmamano/paghalik 4.3 4.2 pagmamano/paghalik 4.3
paggamit ng magagalang na paggamit ng magagalang na
pagbati/pananalita 4.4 pagsasabi ng pagbati/pananalita 4.4 pagsasabi ng
mga salitang may pagmamahal (I mga salitang may pagmamahal (I love
love you Papa/Mama) 4.5 pagsasabi you Papa/Mama) 4.5 pagsasabi ng
ng “Hindi ko po sinasadya “, “Hindi ko po sinasadya “, ”Salamat
”Salamat po”, “Walang anuman”, po”, “Walang anuman”, kung
kung kinakailangan kinakailangan
4.6 pakikinig sa mungkahi ng mga 4.6 pakikinig sa mungkahi ng mga
magulang at iba pang kaanak 4.7 magulang at iba pang kaanak 4.7
pagpapakita ang interes sa iniisip at pagpapakita ang interes sa iniisip at
ginagawa ng mga nakatatanda at iba ginagawa ng mga nakatatanda at iba
pang miyembro ng pamilya pang miyembro ng pamilya

• Identify sequence of • Identify sequence of

events (before, after, events (before, after,
first, next, last) first, next, last)
• Arrange objects one • Arrange objects one
after another in a after another in a
series/sequence series/sequence
according to a given according to a given
attribute (size, length) attribute (size, length)
and describe their and describe their
relationship relationship
(big/bigger/biggest or (big/bigger/biggest or
long/longer/longest) long/longer/longest)
Identify one’s basic Identify one’s basic
body parts body parts
Tell the function of Tell the function of
each basic body part each basic body part
Demonstrate Demonstrate
movements using movements using
different body parts different body parts
Identify one’s basic needs and ways Identify one’s basic needs and ways to
to care for one’s body care for one’s body
Practice ways to care for one’s body Practice ways to care for one’s body
Identify the letter, number, or word Identify the letter, number, or word
that is different in a group that is different in a group
Talk about family members, pets, Talk about family members, pets,
toys, foods, or members of the toys, foods, or members of the
community using various community using various appropriate
appropriate descriptive words descriptive words
Identify the letters of the alphabet Identify the letters of the alphabet
(mother tongue, orthography) (mother tongue, orthography)
Give the names of family members, Give the names of family members,
school personnel, and community school personnel, and community
helpers, and the roles they play/ jobs helpers, and the roles they play/ jobs
they do/things they use they do/things they use

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 Name the five senses Name the five senses
and their and their
corresponding body corresponding body
parts parts
Dropped Naisakikilos ang sariling kakayahan
sa iba’t ibang paraan, hal. pag-awit,
pagsayaw, at iba pa
Natugunan ang sariling
pangangailangan nang mag-isa Hal.
maghugas ng kamay, kumain,
magbihis, magligpit, tapusin ang
gawaing nasimulan
Naipakikita ang kahandaan na
sumubok ng bagong karanasan
Natutukoy ang kahalagahan ng
pagpapakita ng positibong pag-
uugali sa harap ng hindi inaasahang
pangyayari tulad ng pagkatalo sa
laro, atbp.
Use the senses to observe and
perform simple experiments in
classifying objects ( e.g., texture –
soft/hard, smooth/rough; taste –
salty, sweet, sour)
Use the senses to observe the
environment
Tell which objects/pictures are the
same based on color, shape, size,
direction, and other details (T-shirt
with collar and without collar)
Tell the missing parts in objects/
pictures
Draw the missing part

Describe how one grows and

changes

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 Unpacking and Combining MELCs into Learning Objectives
Subject: Literacy/ Numeracy - Kindergarten
MELC unpacked into objectives

MELC: Nakasusunod sa mga itinakdang tuntunin at gawain sa paaralan at

silid-aralan
OBJECTIVE: 1. Nakagagawa ng mga itinakdang gawain ng guro.
2. Nakapagpapakita ng kakayahang makinig sa mga tuntunin ng guro.
3. Nakadadalo sa mga gawaing pampaaralan.

MELC: identify the letter, number or word that is different in a group.

OBJECTIVE 1. Match the illustration with the word contaning letter A in it.
2. Check the words/ group of words that ends in A sound.
3. Point out the words with small and capital letter A

MELCs combined into one. No learning competencies were found to be redundant or

repetitively written. As a result, further combination of MELCs
in no longer applicable.

MODULE 3A:
LESSON DESIGN AND ASSESSMENT
LIST OF TARGETED LEARNER INTERVENTIONS
Learner Group Targeted Intervention
Learners without parents or household member Assign a learning facilitator to assist the
who can guide and support their learning at learners in accomplishing the outputs,
home weekly journal and supplemented activity
sheets

Beginning readers (K to 3) Video lessons, tracing books, teacher-made

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 audio-video presentation about letter
sounds.

Struggling readers (Grades 4-12) N/A

No access to devices and Internet Provide the learners with the printed module
along with the Weekly Home Learning Plan.
If possible, have frequent home visitations if
insignificant progress arises.

Inaccessible (living in remote and/or unsafe Coordinate with the Brgy Officials thru the
areas) LGU for the provision and distribution of
the printed modules along with the Weekly
Home Learning Plan. Learning could also
be reinforced with Radio Based Instructions
if radio signal is accessible in the area.

Indigenous Peoples Coordinate with the LGU designate for the

IPs and if the need arises, assign a learning
facilitator to assist them in the completion of
outputs in the module.

Persons with Disabilities Recorded video or pre-recorded audio can

supplement the learning aside from the
visual reading of the modules. A learning
facilitator could also be assigned to properly
discourse the instructions in the module.

LEARNING TASKS FOR DISTANCE LEARNING

Before the Lesson Lesson Proper After the Lesson
Review previous lesson Explain, model, demonstrate, Wrap up activities
and illustrate the concepts,
ideas, skills, or processes that
students will eventually
internalize

Clarify concepts from Provide learners with feedback Assess whether lesson has been
previous lesson mastered

State lesson objectives as Check for learners’ Reinforce what teacher has

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 guide for learners understanding taught

Present connection between Help learners understand and Emphasize key information
old and new lesson and master new information and concepts discussed
establish purpose for new
lesson

Check learner’s prior Ask learners to recall key

knowledge about the new activities and concepts
lesson discussed

ASSESSMENT METHODS IN DL
Assessment Method How to Adapt the Assessment Method in DL
1. Evaluation Portfolio Compiled outputs and activity sheets from the modules.
2. Retelling and Incorporation of HOTS questions in the supplemental materials or
summarizing activity sheets.
3. Writing and Illustrations of visual objects.
drawing

LEARNING MODE OF
DAY TIME LEARNING AREA LEARNING TASKS
COMPETENCY DELIVERY
8:00 – 8:10 Pagbati, kamustahan at paghahanda sa isang kahanga-hangang araw.
8:10 – 8:25 Magkaroon ng isang maikling ehersisyo / pagmumuni-muni / bonding sa pamilya.

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 8:10 – 8:25 Pagpapaunlad sa Kakayahang Ngayong araw na ito ay Video Lesson
(15 mins) SosyoEmosyunal (SE) pagaaralan ang tungkol sa
Pagsasabi ng nga sariling Modular/
8:25 – 9:15 Kagandahang Asal (KA) pangangailangan nang walang Learning Activity
(50mins) pag-aalinlangan. Maari din Sheet
Kalusugang Pisikal at manood ng Video na inihanda (LAS)
Pagpapaunlad ng ng guro sa inyo. Mapapanod ito
Kakayahang Motor (KP) Nasasabi ang mga sa ating mga video lessons.
9:15 – 9:30 sariling
(15mins) Sining (S) pangangailangan nang PANGALAN AT APILYEDO
SNACK TIME walang pag- • Lahat tayo ay may
Mathematics (M) aalinlangan pangngailangan
LUNES (SEKPSE-1f-3) • An ating
Language, Literacy and pangangailangan ay
9:30 – 10:20 Communication (LLC) Mga sariling mula sa ating mga
(50mins) pangangailangan magulang.
(SEKPSE-1f-3) • Babakatin ang
10:20 – 10:35 ginawang
(15mins) pangangailangan ng
guro at gagabayan ng
10:35 – 10: 55 magulang hanggang
(20mins) matapos ang lahat ng
Gawain.
10:55 – 11:00
(15 mins)

WEEKLY HOME LEARNING PLAN

WEEK 1 QUARTER 1 (OCTOBER 5-10. 2020)

INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE

Learner’s Name: THEA CRISCHEL N. RODELAS
Grade Level: KINDER-ACTIVE
Learning Learner’s Intervention Monito Learner’s Status

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 Area Needs Strategies ring Insignifican Significant Mastery
Provided Date t Progress Progress
LITERACY The student Communicate October The learner Learner
/ did not with parent, 19, 2020 did not meet received a
NUMERAC submit 3 of any household the expected grade of
Y the major member outputs from 65% due to
outputs supervising him. incomplete
required in the learner or requiremen
the module the learning ts
for Quarter 1 facilitator for
Weeks 1 and feedbacking
2. and discussing
the learning
behavior or
gaps
experienced
by the learner.

October The learner Guided by

23, 2020 was able to the Rubrics
submit the of the
output with complied
the agreed outputs,
allowance of learner
time for received a
compliance grade of
83%.

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

FORM 4: LAC ENGAGEMENT REPORT

This form should be accomplished by each LAC Member at the end of every LAC session.

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 NAME OF MEMBER: MARISSA N. RODELAS LAC SESSION ID.: LAC TEAM 3
REGION: V- BICOL DATE OF LAC SESSION: September
26, 2020
DIVISION: CAMARINES NORTE NUMBER OF LAC SESSION: 1

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)
SD D N A SA Comments / Remarks
(For example, if you disagree
or strongly disagree, please
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
Please provide the information requested.

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

None so far. Salient points were expounded with the sharing we had.

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 2. I encountered the following problems or challenges:
So far, I have no technical issues with my device and internet provider. However, my ill body
condition gave me an uncomfortable feeling.

3. Other comments/suggestions:
I had a good grasp of today’s session. Looking forward to more healthy discussions with the
team.

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 MODULE 3B
LEARNING RESOURCES
Accomplished LR Rapid Assessment Tools with Reflections

SUBJECT: LETRANG aA
Source: LRMDS Portal
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?

1. As I assessed the parts of this module, it was a very comprehensive learning material, the parts

from the cover down to the last page is in a logical order giving the material an organized and
systematized design. Answer Keys were also provided every after each lesson making it efficient for

the learner to counter check his answers outright in an ordered manner.

2. Yes, I rated the Culture and Gender Fair Criterion as “Cannot Be Determined” since I haven’t seen

any remarkable suggestions of activities that addresses likeness and parity to both genders or
queries that are specified and detailed to Male or Female.
3. None so far, I believe this learning material has been quality assured before public school teachers’

consumption. It was well a simple yet well written material.

4. Having this activity gave me few insights that the LR Portal is actually giving us a huge
opportunity
to explore the materials uploaded in it. We can make use of it but this shall be accompanied with
the practice critical assessment of the learning materials we use for our learners.

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 Source: Non- DepEd Portal

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?

1. The learning material from a non-DepEd account does not have a format to follow. It’s like an
outline of bulleted ideas and little bit of descriptions. It also lacks substantial activities and the
content may be copied from various sources.

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2. Based on the Assessment Tool, the improvements of the Non-DepEd learning material are the
following:

 Relevance to the MELCs

 Acknowledge the original website and author where the inputs came.
 Include activities that addresses the equality of both genders.

3. Having this activity gave me few insights that the LR Portal is actually giving us a huge
opportunity
to explore the materials uploaded in it. We can make use of it but this shall be accompanied with
the practice critical assessment of the learning materials we use for our learners.

INDIVIDUAL DEVELOPMENT PLAN

Action Plan
Strengths Developmental (Recommended developmental Timeline Resources
Needs Interventions) Needed

Learning Intervention
Objectives of
the Program

Support Provide the quality Applying Attending Inset, School

curriculum modules for my measurement seminar about LAC Funds or
management and students in modular toll in learning Sessions Personal
Implementations distant learning this choosing resources Fund
new normal learning (LRMDS)and
resources for DepEd
the modules Commons

Produced quality Producing Attending Whole School

output Can make quality output Seminars about year round Funds
the best lesson for and learners curriculum
the new normal ready planning,
Focus on teaching class lesson planning
and learning and teaching
strategies

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 Can’t mask the best Making lesson Attended Whole School
lesson for the new plan aligned orientation year round Funds
normal with the about MELCs.
MELCs of LAC sessions
DepEd discussing
MELC based
lesson plan

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