LDM 2 PORTFOLIO

SULTAN KUDARAT

My Learning Portfolio
LDM 2 Course

Submitted by:

MYRA S. DUYAG
TEACHER I
Isulan Central School SPED Center/ Central Isulan/Sultan Kudarat
Submitted to:
MERVIE Y. SEBLOS
OIC-CES, HRDD
DepEd SOCCSKSARGEN
LDM 2 FOR TEACHERS MODULE 1
COURSE ORIENTATION

LESSON 1: COURSE OVERVIEW

Activity 1
Reflecting on the Course
This course will assist me with increasing all the more
understanding about how the various modalities will be
executed in the midst of the pandemic.

It will likewise assist me with seeing that it is so imperative

to be all around arranged (procedures, feedbacking,
observing) in the instructing – learning measure in this new
typical.

For me this course is in reality fundamental in this season

that we are confronting the new ordinary school year.
 ACTIVITY 2
DESCRIBING THE CONTEXT

1. How will my personal characteristics and circumstances affect (positively or

negatively) my participation in this course?

My own attributes will influence my interest in this course emphatically by effectively

partaking in every movement.
2. How can I ensure that I am able to sustain my strengths and address the obstacles
that will hinder me from completing this course?

I can guarantee in myself that I am ready to continue my qualities and address the
impediments that will ruin me from finishing this course by intuition decidedly that this is
for my understudies and all the improvement of this course is for our age.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is it that I (What will prevent me (What will push me to (Where will I
repeatedly do that from participating fully participate in this accomplish the
may affect my in this course? ) course ?) requirements of this
participation in the course? Describe the
course in a positive or environment.
negative way? )
Being tireless and Perhaps web My understudies - House where I can
itemized. association is one believing that I should undoubtedly think on
since this course will be set up in this new the grounds that
be done in online typical for them, that there is no
stage. is the reason I should interruptions at my
be not kidding in this home.
course.
Being sorted out and My timetable too in New learning and
anxious to learn. light of the fact that I shared information.
need to take care of
the responsibilities at
the same time. (LAC
and circulation of
modules, webinars)
Being so dynamic in every
meeting.
 LESSON 2:

ORGANIZING YOUR LEARNING ACTION CELLS (LAC)

1. How does participating in a LAC influence your learning?

It will impact my learning by all the conversations I will learn in every meeting.

2. Reflect on the objectives for conducting LAC Sessions as

listed in DO 35, s. 2016. Rank the following objectives from easiest to the most
difficult to achieve:

● To support effective educators

● To improve the educating learning cycle to improve learning among

understudies

● To empower educators to help each other to ceaselessly improve their

substance and educational information, practice, aptitudes, and mentalities

● To cultivate an expert communitarian soul among School Heads, instructors,

and the network all in all.

3. What are the top three challenges to having a successful LAC? List them down,
raise these concerns, and discuss mitigating actions at your first LAC Session.

● Simultaneous Task – It is truly hard for me in light of the fact that the LAC
meeting plan is likewise our timetable for BRIGADA, NDEP, WALOO APP
WEBINARS, and conveyance of modules.

● Lack of test yields – There were no example yields, and a few layouts in this
course.

● Internet Connection – Sometimes I am having helpless web association with

join the meetings.
 FORM 4: LAC ENGAGEMENT REPORT
This form should be accomplished by each LAC Member at the end of every LAC session.

NAME OF MEMBER: LAC SESSION ID.:

MYRA S. DUYAG

REGION: XII DATE OF LAC SESSION:

DIVISION: SULTAN KUDARAT 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)

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

Please provide the information requested.

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

Designing Instruction in Different Learning Delivery Modalities are presented and
discussed. For now I feel clarified .

2. I encountered the following problems or challenges:

Problems or challenges come along the way. For now, they are facilitated.

3. Other comments/suggestions:
I am hopeful that all of the learnings here would be applied on field.
ACTIVITY 1: Reflecting on Learning Continuity and Congested Curriculum
1. The closure of school around the world due to the global pandemic
pose 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?

Covid 19- did a great devastation to everyone, especially in the Department of Education
specifically on the delivery of basic quality education, done by the teachers. As a teacher, I firmly
believe that the whole of the curriculum couldn’t be coped up anymore. So, there is a need to
specify those important and necessary competencies (Most Essential Learning Competencies)
needed to be given to be learners just for this time of pandemic. There is a saying which states
that “It take a village to educate toe people”, it couldn’t be done by a teacher alone. DepEd, LGU,
PTA/SGC/ Stakeholders, will extend each other’s hand to solve the existing problems and (at
least) to survive and to fill the gap.
2. Even prior to the spread of COVID – 19 that eventually led the closure of schools
nationwide, the congested curriculum has been a problem of teachers. 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?
This is true. As observed, some competencies, couldn’t be tackled. Aside from this very
congested curriculum, many activities were added that hinder classes to be through. Just to “meet
the completeness of the Lesson Logs of teachers, they just do it, not anymore given to the
learners. As a result. Poor performance of learners is being surfaced.

ACTIVITY 2: Familiarizing on the Design and Development of MELCs

1. What are the general and specific purposes of the development of MELCS?
The Most Essential Learning Competencies (MELC) will enable the Department to
focus on of instruction on the most essential and indispensable competencies that our
learners must have. It is anchored on the prescribed standard -based basic education
curriculum. It is also developed to ensure that learning competencies can reach the
highest level of quality education outcomes, that even if the learner will leave the school,
the learning, (like an indelible ink) remains in the minds forever, learners are assured
relevant and quality education, despite the health crisis.
2. How does curriculum review aid in the identification of essential learning
competencies?
The curriculum review aid in identifying the learning competencies by looking at the
most important competencies to the least important ones. Also, by mapping the
essential and desirable competencies, identifying the gaps, the prerequisite skills.
3. What is the difference between essential learning competencies and desirable
learning competencies?
 Most Essential Learning Competencies or MELC, according to DepEd, “are defined
as what the students need, considered indispensable, in the teaching-learning process
to building skills to equip learners for subsequent grade levels and subsequently, for
lifelong learning. On the other hand, 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 competencies
further?
For me MELCS were identified by the concepts of each lesson and by looking if there
were similar competencies in the curriculum. And I think they used rubrics and many
deliberations were made about on what competencies to retain or to drop until they
came up with one decision.
5. What is the importance of the MELCs in ensuring the delivery of quality
instruction?
For me the importance of MELC in ensuring the delivery of quality instructions is it
targets what matters in each lesson. And it also ensures that all learners can easily
understand the lesson since it is well identified.

ACTIVITY 3:
Comparing the K to 12 Competencies and MELCS

MTB GRADE: GRADE 1

K to 12 Competencies MELCS

Visualizes and finds the elapsed time in days. Visualizes, represents and solves problems
involving time ( minutes including a.m , p.m and
elapsed times in days.

Shows and uses the appropriate unit of length Measures objects using appropriate measuring
and their abbreviation cm and m to measure a tools and units of length in m or cm.
particular object.

Measure objects suing appropriate measuring

tools in cm and m.
Compare length in meters or cm. Compares the following unit of measures.

OUTPUT (UNPACKING OF MELCS )

UNPACKING OF SAMPLE MELC

K TO 12 LEARNING MELCS
COMPETENCIES
MERGED/CLUSTERED 8. recognizes coins and bills up to PhP1 7. recognizes, reads and writes
000. M3NS-Ic19.2 9. money in symbols and in words
through PhP1 000 in pesos and
9. reads and writes money in symbols centavos. M3NS-Ic20.2
and in words through PhP1 000 in pesos
and centavos. M3NS-Ic20.2

RETAINED 1. visualizes numbers up to 10 000 with 1. visualizes numbers up to 10 000

emphasis on numbers 1001 - 10000. with emphasis on numbers 1001 -
M3NS-Ia-1.3 10000. M3NS-Ia-1.3

2. gives the place value and value of a 2. gives the place value and value of
digit in 4- to 5-digit numbers. M3NS-Ia- a digit in 4- to 5-digit numbers.
10.3 M3NS-Ia-10.3

3. reads and writes numbers up to 10 3. reads and writes numbers up to 10

000 in symbols and in words. M3NS-Ia- 000 in symbols and in words. M3NS-
9.3 Ia-9.3

4. rounds numbers to the nearest ten, 4. rounds numbers to the nearest ten,
hundred and thousand. M3NS -Ib -15.1 hundred and thousand. M3NS -Ib
-15.1
5. compares using relation symbols and
orders in increasing or decreasing order 5. compares numbers up to 10 000
4 - to 5 -digit numbers up to 10 000. using relation symbols. M3NS-Ib12.3
M3NS-Ib12.3
6. identifies ordinal numbers from 1st
7. identifies ordinal numbers from 1st to to 100th with emphasis on the 21st to
100th with emphasis on the 21st to 100th object in a given set from a
100th object in a given set from a given given point of reference. M3NS -Ic
point of reference. M3NS -Ic -16.3 -16.3

10. compares values of the different 8. compares values of the different

denominations of coins and bills through denominations of coins and bills
PhP1 000 using relation symbols. M3NS through PhP1 000 using relation
-Id -22.2 symbols. M3NS -Id -22.2

DROPPED 6. orders 4- to 5-digit numbers in

increasing or decreasing order. M3NS-
Ib13.3
 FORM 4: LAC ENGAGEMENT REPORT
This form should be accomplished by each LAC Member at the end of every LAC session.

NAME OF MEMBER: LAC SESSION ID.:

MYRA S. DUYAG

REGION: XII DATE OF LAC SESSION:

DIVISION: SULTAN KUDARAT NUMBER OF LAC SESSION:

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
SD D N A SA indicate why.)

THE LAC SESSION

8. I learned a lot from my √

colleagues in this LAC
session.
 9. The LAC session √
deepened my
understanding of the SLM
content.

10. My perspective on the √

topic/s covered has
changed as a result of the
LAC session.

11. I participated actively in the √

LAC session by sharing my
assignment and insights,
asking questions, and
giving
feedback on what
colleagues shared.

12. I interacted with different √

people during the LAC
session.

ACTION PLAN

13. I feel motivated to apply in √

my region/division/district
what I have learned in this
lesson.

14. 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:

I need further elaboration and clarification on how to implement the unpacked

MELCS. Now that we are facing the new normal set up.

2. I encountered the following problems or challenges:

The only challenge I encountered is how to implement the use of unpack MELCS
now that we are already done doing our first 2-week activity sheets.
 3. Other comments/suggestions:
I hope to see more examples in each output.

LESSON 1:
Understanding the different Learning Delivery Modalities

Activity 1: Defining the modalities prescribed in

the LCP

Face-to-Face Learning - A traditional way of teaching and learning process where learners
usually to go schools in order for them to acquire the learning competencies designed for
them. It also requires the presence of a teacher with aids for teaching and providing
learning resources to the class for better outcomes.

Distance Learning - Refers to a learning method where learners are provided with materials or
tools that they can study at the comfort of their home. This could also be an online
teaching and learning process.

Blended Learning - This method can be a combination of online learning and F2F learning or
any combinations of learning delivery modalities.

Homeschooling - This is a home-based learning method where learner is not required to go to

school. They study at their own pace with the help of their parents/guardians.
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. Replicate the following
table and write your answers in your Study Notebook.

Ranking
(1 to 5, from
easiest to
hardest to Type of DL Why?
implement)

1 Modular Distance Most of our learners belong to less-fortunate families who are
Learning apparently not capable of providing the necessary tools and
equipment like computer, smartphones, internet connections,
television, etc. in order for them to participate in Online
Learning and other learning modalities. Many of them also
reside in far-flung areas where signal reception is not possible
so modular distance learning is the best fit modality for them.

2 Blended Learning This could be one way to have a quality delivery of education.
When the current situation due to this pandemic becomes
better, the school may include the face-to-face instruction along
with the existing modular learning. This is to provide better
instructional support, monitoring, and evaluation to the
learners -quality delivery of education as expected.

3 TV-Based Instruction TVBI is possible but not to everyone. As mentioned above,

most of the learners’ families are not capable of providing this
type of device.

4 Radio-Based Instruction Radios, long before were in demand to be aware of

news/informations, yet for now, most families in the community
do not use radios anymore. In some households this is still
present but the signal reception is still their biggest
hurdle.Also, some couldn’t afford to buy, too.
 5 Online Learning Based from the data collected from the LESFs, a very small
number of learners selected this type of instruction simply
because most the learners are not capable of this as stated in
the above explanations. In our school it has only .02% will be
attending to this kind of 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. Write down your answers in your Study Notebook

LEARNER GROUP TARGETED INTERVENTION

Learners without
parents or household Make a weekly supervisory plan for them and check their module and activity
member who can sheets. Organize, if possible, a learning support system in the area that can be
guide and support composed of volunteers to provide assistance to these learners.
their learning at
home.
Beginning readers (K
to 3) Provide additional reading materials in developing their reading skills. Attach
monitoring sheets that parents/guardians may check. Constant communication
with the parents/guardians should be implemented.
Struggling readers Provide remedial reading materials. Attach monitoring sheets that
(Grades 4-12) parents/guardians may check. Constant communication with the
parents/guardians should be implemented. Organize, if possible, a learning
support system in the area that can be composed of volunteers to provide
assistance to these learners.
No access to devices
and Internet Provide self-learning modules and other additional learning materials.

Inaccessible (living in
remote and/or unsafe Coordinate with their barangay officials to assist the teachers in delivering the
areas) self-learning modules and other additional learning materials.

Indigenous People
Provide self-learning modules and other additional learning materials that are
cultured friendly.

Persons with
Disabilities Assess the particular needs of these learners and provide them with the materials
that would suffice it.

LESSON 2:
DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

Activity 1
Identifying vital components of a well-designed lesson

1. What is Lesson Designing or Lesson Planning?

Planning lessons is fundamental to ensuring the delivery of teaching and learning in

schools. 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. 

2. Why is lesson designing important?

It provides teachers with an opportunity for reflection on what learners need to learn,
how learners learn, and how best to facilitate the learning process. These guidelines also
aim to empower teachers to carry out quality instruction that recognizes the diversity of
learners inside the classroom, is committed to learners’ success, allows the use of varied
instructional and formative assessment strategies including the use of information and
communications technologies (ICTs), and enables the teacher to guide, mentor, and
support learners in developing and assessing their learning across the curriculum.

3. What are the three elements or components of a well-designed lesson?

It has attainable objectives, varied instructional materials, and different formative
assessments.
 Activity 2: Sequencing Learning Task

Before the Lesson Lesson Proper After the lesson

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

Activity 3: Reflecting on how to Improve One’s Lesson

Components of the DLL/DLP
I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection

Activity 4 : Using and Supplementing SLMs + LAC

Grade : FIVE
Lesson : Recognizing Common and Proper noun in simple sentence
Learning Objectives : Identify Common and Proper Noun
Define common and proper noun
Learning Resources : activity sheets, printed module, offline video

Additional Remarks
Check if ex. can be done via voice calls, can be facilitated
Part of Lesson/ already by a household partner, can be done via a
Learning Task 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 √ Learning activity sheets

lesson
√ Instructional video lesson
2.Clarify concepts
from √ Printed modules
previous lesson

3. Present warm-up √ Learning activity sheets

activities
to establish
interest in new √
lesson Instructional video lesson

4.Check learner’s prior

knowledge about the √ Printed modules
new lesson

5.Present connection
between old and new
lesson and establish
purpose for new
lesson

6. State lesson
objectives as guide for
learners

LESSON PROPER
1.Explain, model, √ Instructional video lesson,
demonstrate, and Printed modules
illustrate
the concepts, ideas,
skills,
or processes that √ Instructional video lesson,
students Supplementary books
will eventually
internalize √ Learning activity sheets
2. Help learners
understand √ Learning activity sheets
and master new
information
3. Provide learners
with
feedback
4. Check for learners’
Understanding

After the Lesson

1. Wrap up activities √ Learning activity sheets

2. Emphasize key √ Facilitated by a household partner
information Facilitated by a household partner
and concepts √
discussed Learning activity sheets, facilitated by a household
3. Ask learners to partner
recall key √ Learning activity sheets
activities and
concepts Learning activity sheets/ writing a reflection
discussed √
 4. Reinforce what
teacher √
has taught
5. Assess whether
lesson
has been mastered
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?

I can make or additional activity sheets and provide learning videos 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?

I will make follow ups with the parents to ask how they are doing with the lessons.

3. How can the teacher gather feedback on the different learning tasks, in order to refine or
modify current and future lessons?

Teachers can gather feedbacks from the learners and guardians

thru phone call, text messaging, and messenger chat.

Question: Can you think of other ways of designing and implementing that can enhance
student learning and maximize teacher preparation time?

The activities or answer sheet should always be student – centered to enhance student
learning skills and more on real life situations to develop critical thinking and for the
student to easily understand the lesson. In terms of maximizing teacher preparation time
we should provide more activities to the students so we can have longer period of time to
prepare for the next activities for the next lessons.
 Activity 5: Formative assessment vs. Summative Assessment

Formative Assessment Summative Assessment

assessment FOR learning: assessment OF learning:
to make adjustments in the lesson to measure if the student and
should promote-self teachers met the competencies
may be integrated in any parts of the reflection and
lesson personal Can be administer after every 3
accountability among lessons
students about their
results can be recorded to study own learning results are always recorded and part
the development of the learners of the computation of grades
and the mastery of the lessons.

always individual
Can be individual or group

Activity 6: Adapting Assessment Methods in Distance Learning + LAC

Assessment Method How to Adapt the assessment method in
the DL

1. Letter Writing I will let them write their opinions through

messenger or google classroom wall.
2. Self - assessment I will give them a soft copy of checklist for
them to monitor and assess theirselves.
3. portfolios I will introduce to them a platform or app for
them to make portfolio and send it online.
4. Slogan Makings I will let them use power point to make
slogan.
5. Debate I will use rooms for messenger or google
classroom to implement this.

Activity 7: Building a Learner’s Portfolio

Questions True False
1 A portfolio mainly displays the academic achievements of ✔
. the learner.

Correct statement: A learning portfolio demonstrates not

just the academic achievements but also the effort put
forward by the learner as well as the progress in achieving
learning outcomes.
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.

Correct statement: There is no hard and fast rule that

states a clear list of items that should be included in a
portfolio, as it depends upon the requirements of the
learning area. Teachers, administrators, and students
(and even parents) may decide collectively on what to
include in portfolios, which assessment criteria to use, how
to evaluate student outputs, and what to expect from the
end result.
 4 ✔
. The teacher can only comment on a learner's portfolio.
Correct statement: The teacher must address the
students’ learning and encourage self-assessment through
their work samples. The Learners may also be allowed to
view and comment on their peers’ portfolios.

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.

LESSON 3:

GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

Activity 1
Understanding the Weekly Home Learning Plan

Column A Column B
C 1. These are the knowledge, understanding, skills, and a. learning area attitudes that
learners need to demonstrate in
every lesson and/or learning task. b. mode of delivery
D 2. These are the formative learning opportunities give
to learners to engage them in the subject matter and to
enhance their understanding of the content.
A 3. This refers to the prescribed subject that learners take. c. learning competency

B 4. This refers to the method of submission of learning d. learning task

outputs preferred by the learner/parent based on their
context.
 Activity 2
Creating a Weekly Home Learning Plan + LAC

WEEKLY HOME LEARNING PLAN

DAY MONDAY TUESDAY WEDNESD THURSDAY FRI

AY DA
Y
LEARN ENGLISH MATH SCIENCE MAPEH
ING
AREA
TIME 9:30 - 9:30 - 11:30 9:30 - 9:30 - 11:30 9:30
11:30 11:30 -
11:3
0
8:00- Wake up, make up your bed, eat breakfast and get ready for an awesome day!
9:00
9:00- Have a short exercise/meditation/bonding with family
9:30
LEARN Infer Fill- uses uses divisibility rules Use the iden discusses Asse descr Self-
ING the out divisib for 3, 6, and 9 to find properties tifies events, sses ibes Asse
COMP mea for ility common factors. of materials the practices, regul a ssm
ETENC ning ms rules M5NS-Ib-58.2 whether kinds and culture arly ment ent
Y of acc for 2, they are of influenced parti ally, Task
unfa urat 5, and useful or notes by cipa emo s;
milia ely 10 to harmful and colonizers tion tiona Port
(sch folio
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 s for comm song country by cal social arati
using ms, on MU5 way of activ ly on,
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REFER MELC, MELC, MODULE 1-2 MELC, MELC, Module 1
ENCES MODULE module 1
1-2
LEARNING TASKS

a. W Read Fill Divi Place put check ( / ) A. Isulat I. Magbigay Pilii Isulat
h the out de under the correct column Determine sa ng apat na n ang
a sente the the by which the numbers which of sagut selebrasyon ang salita
t nces for follo are divisible. the ang o gawaing titik ng
I caref m win activities papel pambayan ng Tam
K ully bel g below is ang sa iyong tama a
n then ow. usin desirable wast lugar. Isulat ng kung
o do Co g or ong ang sagot sago wast
w the mpl your harmful. pang sasagutang t. o ang
/ follo ete men Write D if alan papel. Isula isina
S wing. it tal desirable ng II. Makikita t ang saad
u Write by skill or H if mga mo sa sago ng
b in usin s. harmful. sumu Hanay A t sa pang
u Colu g Ans B. The suno ang mga iyon ungu
k mn A the wer pictures in d na selebrasyon g sap,
i the pos it as Column I nota at sa Hanay kwa Mali
n comp sibl fast are at B naman dern nama
ound e as materials rests. ang mga o. n
word ans you you petsa kung kung
foun wer can. commonl kailan ito hindi
d in s y see at ipinagdiriwa .
each fou home or ng. Isulat
sente nd in school. Pagtambalin ang
nce, insi Match the moa ng mga sagot
while de image of ito. Isulat sa
write the materials ang letra ng iyon
in box listed in tamangsagot g
Colu . Column I sasagutangp sagut
mn B Use with their apel. ang
the the usefulness papel
corre for /harmfuln .
ct m ess in
mean pro Column II
 ing vid
of ed
the to
comp you
ound .
word
.
Write
your
answ
ers in
your
noteb
ook.
b. W Read
Exa Arra Who among you are Classify Ipala Kilalanin Lagy Iguhi
h andmin nge members of the student the kpak ang an t ang
a study
e the council? Or have you following ang mgaselebras ng kung
t thethe lette asked one of your materials kump yong tsek ang
’ sente
for rs to classmates who usually as sa makikitasala (✔) laraw
s nces
ms for experienced being a found at sumu rawan. ang an ay
I belo
bel ma student council? home and suno Isulat mga nagp
n w. ow wor ____________________ in school d na angsagot laron apaki
/ Look
and d/ph ____________________ using the hulw sasagutang g ta ng
B forthe rase. _________ table aran. papel. pabo gawa
a then below as a Sagut rito in
l comp
ide guide. in mon para
i ound
ntif ang g sa
k word
y mga larui mahu
a s that
eac sumu n. say
n were
h. suno na
used
Pic d na pang
in k tanon angat
each
you g. awan
sente
r Isulat at
nce.
ans ang nama
Find
wer iyong n
outfro sagot kung
what
m sa hindi
they
the sagut .
mean
cho ang Iguhi
in ices papel t ito
these
insi . sa
sente
de kuwa
nces
the dern
then
box o.
answ
.
er the
Wri
quest
te it
ions
on
that
you
follo
r
w. ans
wer
she
et.
c. W ACT Exa Stud Study the story problem Observe Gaw Halina at Baha Itug
h IVIT min y and answer the following how the ain 1 sagutin ang gi na ma
a Y 1 e the questions. materials Awiti Pinoy Text ng ang
t Go clos stor in the n ang Twist. liban mga
’ over ely y pictures Lero Buuin ang gan salita
s the the prob are being n- jumbled natin sa
N passa co lem handled. Lero letters upang g Hana
e ge mpl and Identify n mabuo ang mga y A
w silent eted ans whether Sinta selebrasyon Pilip sa
/ ly. (fill wer they are at o gawaing ino mga
T Figur ed the useful or pagk pambayang ang laraw
u e out out) follo harmful. atapo impluwensy mga ang
k the for win s ay a ng mga laro. tinut
l mean ms g sagut mananakop Kabi ukoy
a ing and ques in na dumating lang sa
s of the tion ang dito sa sa Hana
i the req s. mga Pilipinas. mga y B.
n italic uire tanon Isulat laron Isulat
ized d g na angsagot g ito ang
comp info nasa sasagutangp ang titik
ound rma ibaba apel. ibat- ng
word tion . iban tama
by that Isulat g ng
looki was ang targe sagot
ng sup iyong t sa
for plie sagot gam kuwa
its d in sa es na dern
syno eac sagut nilal o.
nym. h ang aro
Write for papel ng
your m. . mga
answ Usi Gaw bata
er in ng a ain 2 nang
your Ven Piliin may
noteb n mula kawi
ook. dia sa lihan
ACT gra Hana .
IVIT m, y B
Y2 writ ang
Ans e katu
wer do mbas
the wn na
quest the nota
ions sim sa
belo ilari mga
w by ties bilan
writi and g ng
ng diff kump
the ere as na
letter nce nasa
of s of Hana
the the y A.
corre for Isulat
ct ms ang
answ bas titik
er in ed ng
your on tama
noteb the ng
ook. req sagot
uire sa
d sagut
info ang
rma papel
 tion .
in
filli
ng
it
out.
Do
this
on
you
r
ans
wer
she
et.
d. W Com Wh Shar Sharing ways in solving How do Ang Ang mga Laro 
h poun at is ing the problem the nota sumusunoda ng Mali
a d a way materials ay yiilan Pagt ban
t word dep s in become nagp lamangsamg udla sa
i s or osit solv useful or apahi aselebrasyo pisik
s comp slip ing harmful? watig ng taon- al na
i ound ? the ng taonnatingip anyo
t s are Wit prob tunog inagdiriwan ng
? word hdr lem , g. tao,
/ s awa haba anu-
S form l ng ano
u ed by slip ang ang
r putti ? pahin iba
i ng Ho ga ay pang
i two w nagp aspet
n or to apahi o
more Fill watig para
word out ng masa
s a katah bi
toget Dep imika natin
her osit n. na
to Slip ang
form ? isang
a Ho tao
new w ay
word to malu
with Fill sog?
a out 
new a Maaa
mean Wit ri mo
ing. hdr bang
awa maila
l rawa
Slip n ang
? taong
may
mabu
ting
kalus
ugan
?
e. W Find Fill Try Activity 4 Activity 1 Gaw Gawain1 Sa Isulat
h the out this Directions ain 1 Pagmasdan tulon sa
a mean a Indi Find my number. : Classify Kilal nang mabuti g ng loob
t ing wit vidu Provide the missing the anin ang mga mga ng
’ of hdr al number on the blank. different ang larawang mag ulap
s the awa Acti Activity 5. materials mga nasa ibaba. ulan ang
M under l vity found in nota Kilalanin g, salita
o lined slip usin Directions: Using the the word at kung anong naka o
r comp usin g digit 1, 3,5 and 9 give all pool rests selebrasyon tatan lipon
e ound g divi the possible set/pair of below as sa ang dang ng
/ word the sibilnumbers divisible by 3, 6 useful or awiti makikita sa kapa mga
P from sug ity and 9 harmful. ng larawan at tid, o salita
a the gest rule Use the “Bu sumulat ng kam na
g recta ed s by Activity 6 following mala sanaysay ag- tumu
y ngula info 2, 5 Directions: Matching table as a ka ay tungkol sa anak tuko
a r rma and Activity. Match the guide. Buw iyong , y sa
m box. tion 10. numbers to its correct Afterward an”. naging isaga isang
a Write fou divisibility. s, answer Isulat karanasan sa wa taong
n your nd Acti the ang pagdiriwang ang may
i answ in vity follow-up iyong na ito. mga kalus
n er in the 5. questions. sagot Gawin ito sa sum ugan
your box Find Activity 2 sa sa iyong usun g
noteb . my Directions sagut kwaderno. od ment
ook. Use num : Classify ang (Sa na al,
the ber. whether papel pagbibigay kasa emos
for the . ng puntos, naya yonal
m Dire materials Gaw sumangguni n sa , at
pro ctio below are ain 2 saRubriksna laron sosya
vid ns: useful or Iguhi makikitasa g l.
ed Prov harmful. t ang Tayahin.) Tum Gawi
to ide Put a iba’t Gawain 2 bang n ito
you the check ibang Gumuhit ng Pres sa
. miss mark (/) nota isang o ng iyon
ing on the at likhang walo g
num appropriat rests sining ng kuwa
ber e column. na tungkol sa bese dern
on Afterward naka selebrasyon s at o.
the , answer paloo o gawaing puna
blan the b sa pambayan n
k. follow-up awiti na iyong ang
questions. ng nasaksihan. talah
Acti Activity 3 Mana Pagkatapos anay
vity Directions ng ay sagutin an sa
6 : Identify Bida ang mga baba
which of y sa sumusunod .
Dire the sagut na tanong sa
ctio materials ang ibaba.
ns: below is papel Gawin
Put useful or . itosaiyong
a harmful Gaw kwaderno.
Smil by ain 3 Gawain 3
ey drawing a Awiti Isalaysay
face happy n ang kung paano
 face (  ) awiti mo
und for useful ng maipagmam
er and sad “Ler alaki ang
the face ( ) on ginawang
corr for Lero likhang
ect harmful. n sining.
colu Sinta Isulat ang
mn ”. iyong
appl Ano sagotsakwad
 ying ang erno.
the iyong
rule narar
s for amda
divi man
sibil haba
ity. ng
inaa
wit
ang
awiti
ng
ito?
Isulat
ang
tama
ng
sagot
sa
sagut
ang
papel
.
a
f. W 1. To Co Complete the paragraph . Complete A. Kumpletuhi Kom Sagu
h Com fill mpl the Anu- nang pletu tin
a poun out ete paragraph ano mgasumusu hin ang
t d a the using the ang nod ang mga
I word for para words in mga napangungu sum tanon
h s are m is grap the box. nota sap. usun g sa
a word to h. at Isulatang od ibaba
v s co rests? sagot na at
e form mpl B. sasagutang paha isulat
ed by ete Kum papel. yag. ito sa
L joini a pletu iyon
e ng for hin g
a ____ m ang kwad
r ____ by pang erno.
n __ writ ungu
e differing sap
d ent the upan
/ word req g
I s uire mabu
s d o ang
a toget info kons
i her. rma epto.
s 2. tion
i Ther on
p e are it.
three
types
of
comp
ound
word
s:
open,
close
d,
 and
____
____
__.
3.
The
result
ing
comp
ound
word
has a
____
____
__
mean
ing.
4.
To
figur
e out
mean
ing
of an
unfa
milia
r
word
,
____
____
____
clues
may
be

used.
5.
Word
s that
have
the
same
mean
ing
are
____
____
____.
g. W You Rea Solv Answer the following List 5 A. Bumuo ng Gaw Surii
h have d ing questions by YES or different Kilal likhang ain n ang
a learn the sim NO. Identify if the materials anin sining 1. mga
t ed sele ple number are divisible by used at ang tungkol sa Itala sitwa
I that ctio wor 3, 6 or 9. home and mga selebrasyon ang syon.
C comp n d in school. nota o gawaing mga Isulat
a ound abo prob Write a and pambayan gaw ang
n word ut lem sentence rests gamit ang aing KM
s are Ana usin describing sa mga pang kung
D either and g how can bawa patapong - ito ay
o open, her divi the t bagay sa araw nagla
/ close Gra sibil material linya paligid. - laraw
I d, or nd ity be useful na Gawin ito sa araw an ng
s hyph ma. by or nakik isang buong na kalus
a enate Hel 2, 5 harmful. ita sa papel. naka ugan
g d. p ad Afterward awiti Ipaliwanag katul g
a How you 10 , answer ng ang mga ong ment
w is r the “Tirir impormasyo sa al,
a each frie follow-up it ng n tungkol sa pagp KE
type nd, question. Maya selebrasyon apau kung
of Ana ”. g ito sa nlad kalus
comp , by Ilaga ibabang ng ugan
ound co y ang bahagi ng mga g
word mpl sagot papel. Sa kasa emos
writt etin sa pagbibigay naya yonal
en? g loob ng n sa , at
Can the ng puntos,suma laron KS
you wit lobo ngguni g kung
now hdr ayon saRubriksna tumb kalus
give awa sa makikitasa ang ugan
other l linya Tayahin. pres g
exam slip ng o. sosya
ples for nasab l.
of her ing Gaw Isulat
each gra awiti ain ang
type nd n. 2. iyon
of ma. Lagy g
comp Use an sagot
ound the ng sa
word for tsek iyon
? m (✔) g
Copy pro ang kwad
the vid baw erno.
follo ed at
wing to gaw
chart you ain
in . na
your mak
noteb atutu
ook long
then upan
fill in g
the map
need aunl
ed ad
infor ang
mati mga
on kaka
based yaha
on n sa
the pagl
sente alaro
nces ng
belo tumb
w. ang
The pres
first o.
one
is
 done
for
you.

h. A Fill Yo I. I. Using the divisibility Write a A. Pumili ng Panu Magt

s in the u Usin rule, box the numbers checkmar Pakin isang to: ala
s need hav g whose factors are the k (/) if the ggan selebrasyon Isula ng
e ed ea the given number before material ang o gawaing t ang samp
s infor savi divi each item. are useful isang pambayan mala ung
s mati ngs sibil II. Using the divisibility or a awiti mula sa mga king (10)
m on in ban ity rule find another factor wrong n. nakatala sa titik katan
e the k rule, of the number on the left mark (x) Ano- ibabang T gian
n table acc enci side. if they are ano bahagi. kung ng
t belo oun rcle harmful. ang Bumuo ng ang taong
/ w. t the nota sanaysay isina may
T Find and num at tungkol sa saad kalus
a the you bers rests iyong sa ugan
y answ wan who na naging pang g
a ers t to se bumu karanasan ungu ment
h hidde put fact buo nang sap al,
i n in an ors sa ipagdiwang ay emos
n each am are awiti ang tama yonal
sente oun the ng selebrasyon at M , at
nce. t of give napa g ito. Gawin nam sosya
Use 2, n kingg ito sa iyong an l.
conte 000 num an? kwaderno. kung Pumi
xt pes ber Isulat (Sa mali. li ng
clues os befo sa pagbibigay sagot
to into re sagut ng puntos, mula
figur it, each ang sumangguni sa
e out wit item papel saRubriksna kaho
the h . ang makikitasa n at
mean the II. pama Tayahin.) ilaga
ing foll Writ gat II. Pumili ng y ito
of owi e on sa isang sa
the ng the awiti selebrasyon daya
comp cas blan n at g iyong gram
ound h k ang naranasan at sa
word bre whe mga isulat kung ibaba
. akd ther nota paano mo .
ow the at ito Itala
n: give rests. maipagmam ang
two n alaki. Gawin sagot
500 num B. itosaiyong sa
pes ber Iguhi kwaderno. kuwa
os is t ang dern
and divi mga o.
ten sible simb
100 by olo
pes 2, 5 ng
os. or nota
Usi 10. at
ng rests
the at
ban ibiga
k y ang
acc halag
oun a
t nito:
 nu
mb
er
034
4-
555
5-
22,
co
mpl
ete
a
cas
h
dep
osit
slip.
Fill
out
the
for
m
pro
vid
ed
to
you
.
i. A Read Yo Find Using the divisibility Copy and Kopy Mangalapng Hali Sagu
d some u the rule, write all numbers fill in the ahin mgalarawan na’t tin
d storie hav num between 200 and 300 table. ang ng iba’t pasu ang
i s or ea bers whose factors are 3, 6 or Enumerat mga ibang lungi tsekli
t get savi that 9 and tabularize data as e some venn selebrasyons n pa st.
i hold ngs are follows: useful and diagr a iyong natin Surii
o of ban divi harmful ams bayan. Idikit ang n ang
n story k sible materials sa itosa iyong iyon sarili
a book acc by that you iyong kwaderno g ng
l s. oun each can find at kwad mga ment
A Find t colu home or erno kasa al,
c and and mn. in school. at naya emos
t list you Box If useful, ilaga n. yonal
i five wan the give y sa Isag , at
v exam t to corr examples loob awa sosya
i ples put ect on how nito ang l na
t of an ans you can ang mga kalus
i each am wer. use it. If nota sum ugan
e type oun harmful, at usun sa
s of t of explain rests od pama
/ comp 2, how you na na magi
K ound 000 can may Gaw tan
a word pes dispose of pareh ain. ng
r in os the ong pagla
a your into material halag gay
g noteb it, properly. a o ng
d ook. wit bilan tsek
a h g. (/) sa
g the Isulat kolu
a foll ang m.
n owi halag Gawi
 g ng a nito n ito
cas sa sa
G h gitna iyon
a bre at g
w akd ang kuwa
a ow mga dern
i n: pang o.
n two alan
500 nito
pes sa
os patla
and ng na
ten nasa
100 ibaba
pes ng
os. venn
Usi diagr
ng am.
the
ban
k
acc
oun
t
nu
mb
er
034
4-
555
5-
22,
co
mpl
ete
a
cas
h
dep
osit
slip.
Fill
out
the
for
m
pro
vid
ed
to
you
.
MODE Have the parent hand-in the output to the teacher in school.
OF
DELIV
ERY

LUNCH BREAK
LEARN FILIPINO ARAL PAN ESP EPP
ING
AREA
TIME 1:00 - 3:00 1:00 - 3:00 1:00 - 3:00 1:00 - 3:00 1:00
-
3:00
LEARN Naiuugnay Naipaliliwanag ang kaugnayan 1. N Naipapaliwanag ang kahulugan at Self
ING ang sariling ng lokasyon sa paghubog ng apa pagkakaiba ng produkto at serbisyo. -
COMP karanasan kasaysayan hah (EPP5 IE-0a-2) Ass
ETENC sa AP5PLPIa-1 ess
alag
Y napakingga aha men
ng teksto n t
F5PN-Ia-4 Tas
ang
kato ks;
toha Port
nan
foli
o
sa
Pre
pam
para
ama
tion
gita ,
n ng e.g.,
pags Refl
usur ecti
i sa ve
mga Jour
: nal;
Oth
1.1.
er
b
Lea
alit
rnin
ang
g
nap
Are
aki
ngg
a
an Tas
ks
1.2. pat for
ala Incl
sta usiv
s e
na Edu
nab cati
asa on
/na
rini
g

1.3.
n
apa
noo
d na
prog
ram
ang
 pant
elebi
syon

nab
asa
sa
inte
rne
t
EsP
5PK
P–
Ia-
27
REFER MELC, MELC, Module 1 ME Modyul 1 EPP.ICT MELC
ENCES Module 1 LC,
Mo
dul
e1

ARALI
N ___
a. W Tingnan Sagutin ang mga tanong. Basahin Basahin ang mga talata at sagutin
h mo ang Isulat ang letra ng sagot sa ang mga ang sumusunod na katanungan.
a sumusunod sagutang papel. pangungus Isulat sa patlang ang iyong sagot.
t na mga ap, piliin
I larawan. ang bilang
K
Anong ng mga
n
o masasabi pahayag
w mo? na
Naranasan nagpapahi
mo na rin watig ng
ba ang pagsusuri
mga ito? sa mga
Humanap impormas
ka ng yong
kasama sa narinig o
bahay at nabasa.
ikuwento Isulat sa
ang iyong iyong
naging papel ang
karanasan. sagot.

b. W Humanap Isulat ang T kung ang Sumulat Naranasan mo na bang magbenta

h ng isang pahayag ay tama at M ng isang ng isang produkto? Ano ano ito?
a lugar sa naman kung mali. Isulat ang balita na Ano ang iyong ginawa upan
t inyong sagot sa sagutang papel. iyong mabenta ito? Itala ang iyong
’
tahanan nabasa o sagot sa bawat kahon
s
I
para gawin napakingg
n ang an,
gawaing alinman sa
ito. pahayagan
, facebook
page,
 telebisyon,
o radyo.
Isipin
kung
pinaniwala
an mo ba
kaagad
nang iyo
itong
nabasa o
napakingg
an.
Ipahayag
ang iyong
naramdam
an ukol
dito.
Isulat sa
talahanaya
n ang
iyong
sagot.

c. W Basahin Gawain A. Basahin Gawain A

h ang tulang Gamit ang compass at mapa ang Tukuyin ang mga larawan kung
a “Ang sa ibaba, hanapin at bilugan kwento sa ito ay produkto o serbisyo. Ilagay
t Batang ang isla at mga dagat o loob ng ito sa tamang hanay.
’
Hindi karagatang matatagpuan sa kahon at
s
N
Nagsisinun iba’t ibang direksyon ng sagutin
e galing” at Pilipinas. Isulat kung saang ang mga
w sagutin direksyon mula sa Pilipinas tanong sa
ang mga ito matatagpuan. Isulat ang ibaba.
tanong. sagot sa iyong kuwaderno.

Gawain B.
Isulat ang salitang TAMA
kung ang bawat pahayag ay
nagsasaad ng katotohanan
at MALI naman kung hindi
nagsasaad ng katotohanan.
d. W Naglista BAsahin ang Suriin sa Dapat Basahin ang kahulugan ng
h ako ng pahina 6-7. bang produkto at serbisyo. Alamin ang
a mga paniwalaa pagkakaiba ng dalawa.
t pangyayari n kaagad
i sa ating ang lahat
s
paligid. ng ating
i
t Nais kong nababasa o
? suriin mo naririnig
kung ano mula sa
ang iyong mga
naisip sa balita?
sumusunod Bakit kaya
na mga kailangang
sitwasyon. suriin
 muna natin
ang mga
ito bago
paniwalaa
n at
magpasiya
.
e. W Sabay Maglaro ng Loop a Word: Gawain 1: Gawain A
h nating Bilugan sa loob ng kahon Basahin Magbigay ng mga salita na
a banggitin ang salitang tinutukoy sa ang mga tumutukoy sa produkto at
t ang mga bawat bilang. Pagkatapos, pahayag sa serbisyo gamit ang spider web.
’
sinasabi sagutin ang mga tanong at unang Isulat sa loob ng bawat bilog.
s
M
tuwing isulat ang inyong sagot sa kolum. Gawain B
o maglalaro kuwaderno. Lagyan ng Punan ang bawat bahagi ng venn
r niyan. tsek (✓) diagram na ito. Isulat ang iyong
e Habang ang kolum mga sagot.
pinapagana kung
ang ating sumasang-
imahinasy ayon ka o
on sa di
paglalaro sumasang-
niyan. ayon sa
pahayag.
Gawain 2.
Isulat ang
tsek (✓) sa
bilang na
tumutugon
sa
mapanurin
g pag-iisip
batay sa
balitang
napakingg
an sa
radyo,
nabasa sa
pahayagan
, o internet
at ekis (x)
kung hindi
mo ito
nabigyan
ng
mapanurin
g pag-
iisip.
Gawin ito
sa iyong
sagutang
papel.
Gawain 3.
Basahin
ang
 sumusuno
d na mga
pahayag.
Isulat ang
titik nang
napili
mong
sagot sa
iyong
sagutang
papel at
ipaliwanan
g kung
bakit ito
ang iyong
napili.
f. W Palaging Punan ng salita ang bawat Punan GAWIN NATIN: Tukuyin kung
h isaisip na patlang para mabuo ang nang ang mga sumusunod na salita o
a lahat ng kaisipan ng araling ito. wastong grupo ng mga salitang may
t pangyayari Piliin ang mga sagot sa loob salita ang salungguhit ay produkto o
I
sa ating ng kahon. Isulat sa iyong bawat serbisyo. Isulat ang sagot sa
h
a
paligid ay kuwaderno ang mga sagot. patlang patlang bago ang bilang.
v magkakau para
e gnay. mabuo ang
Anuman kaisipang
L ang iyong ipinapahay
e estado sa ag. Piliin
a buhay. ang mga
r Anuman sagot sa
n ang iyong loob ng
e naiisip at kahon.
d nadarama.
Ang
mahalaga
ay kung
paano ka
magbigay
ng
reaksiyon
sa mga
pangyayari
ng ito.
g. W Kumpletuh Isulat ang salitang TAMA Sumulat Kumpletuhin ang tsart sa
h in ang kung ito’y nagpapaliwanag ng sariling pamamagitan ng pagtatala ng
a pahayag... sa lokasyon ng Pilipinas sa pahayag mga produkto at serbisyong
t paghubog ng kasayasayan kung makikita sa inyong barangay.
I at MALI kung hindi ito paano mo
C
nagsasaad ng katotohanan. mapahahal
a
n Isulat ang iyong sagot sa agahan
kuwaderno. ang
D katotohana
o n sa mga
balitang
iyong
 nababasa o
napakiking
gan. Isulat
sa
sagutang
papel ang
iyong
sagot.
h. A Basahin at Gawain A. Basahin Tukuyin kung alin ang produkto
s unawaing ang mga at serbisyo. Ipaliwanag ang
s mabuti ang Sanhi at Bunga: Pagparisin pangungus kanilang pagkakaiba. Isulat ang
e mga ang mga magkakaugnay na ap sa iyong kasagutan sa bawat guhit.
s mga pahayag para
susunod na ibaba.
s
tanong. maipaliwanag kung Isulat ang
m
e Piliin ang paanong ang lokasyon ng Oo kung
n angkop na bansa ay may kinalaman sa nagpapakit
t kaisipan sa paghubog ng ating a ang
mga kasaysayan. Isulat ang titik pangungus
sitwasyon ng tamang sagot sa inyong ap nang
sa bawat kuwaderno. mapanurin
bilang. Gawain B. g pag-
Isulat ang iisip,
letra ng Lagyan ng () kung itoy Hindi
iyong nagpapaliwanag sa naman
sagot sa lokasyon ng Pilipinas at kung wala.
papel. paghubog ng ating Ipaliwanag
kasaysayan ang pahayag at ang iyong
(x) kung hindi. Isulat ang sagot sa
sagot sa iyong kuwaderno. iyong
sagutang
papel.

i. A Sagutin ang tanong sa Sumulat Sa inyong barangay, maghanap

d ibaba. Gawing gabay ang ng isang ng taong gumagawa ng kakanin
d rubrik sa pagsagot para sitwasyon at kapanayamin ito sa
i makakuha ng mataas na na pamamagitan ng cellphone o
t marka. nagpapakit pakikipagtulungan sa iyong
i
a ng magulang upang makakuha ng
o
n Paano nakatulong ang mapanurin impormasyon. Itanong kung ano-
a estratehikong lokasyon ng g pag- ano ang kanilang produkto at
l Pilipinas sa paghubog ng iisip. Isulat serbisyo na kanilang ginagawa.
A ating kasayasayan? ang sagot Itanong kung ano ano ang mga
c sa iyong kahalagahan nito. Isulat sa iyong
t sagutang notebook ang mga mahahalagang
i papel. impormasyon patungkol dito.
v
i
t
i
e
s
MODE Ibigay ang output sa gurong tagapayo o nakatalagang guro.
OF
DELIV
ERY
Activity 3: Differentiating the Weekly Home Learning Plan from the Individual Learning
Monitoring Plan

Weekly Home Learning Plan Individual Monitoring Plan (IMP)

(WHLP)
Purpose A tool to guide learners and
learning facilitators or
household partners in tracking A tool for monitoring learners
the subject areas to be tackled who lag behind based on the
and activities to perform at results of their formative and
home summative assessments
For whom?
Learners and learning facilitator Teachers and learning facilitator
or household partner or household partner
Components Learning area, learning
competencies, learning tasks, Learner’s needs, intervention
mode of delivery strategies, monitoring date,
learner’s status
Yes Yes
Has to be
communicated to
parents?

Activity 4
Creating an Individual Learning Monitoring Plan + LAC
INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE
Learner’s Name: SAMANTHA L. BAGSIK
 Grade Level: FIVE
Intervention Learner’s Status
Learnin Learner’ Monitorin
Strategies Insignifican Significant Master
g Area s Needs g Date
Provided t Progress Progress y
English Printed To prepare and October Lack of Active Not
Module / provide 30, 2020 motivation/ participation evident
Activity learning Needs
Sheet materials, remediation.
supplementary
reading for
their
comprehension
Learner is not making significant progress in a timely manner. Intervention
strategies need to be revised. ☐
Intervention
Learner is making significant progress. Continue with the learning plan. ☐
Status
Learner has reached mastery of the competencies in learning plan. ☐
FORM 4: LAC ENGAGEMENT REPORT
This form should be accomplished by each LAC Member at the end of every LAC session.

NAME OF MEMBER: LAC SESSION ID.:

MYRA S. DUYAG

REGION: XII DATE OF LAC SESSION:

DIVISION: SULTAN KUDARAT NUMBER OF LAC SESSION:

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
SD D N A SA indicate why.)
THE LAC SESSION

15. I learned a lot from my √

colleagues in this LAC
session.

16. The LAC session √

deepened my
understanding of the SLM
content.

17. My perspective on the √

topic/s covered has
changed as a result of the
LAC session.

18. I participated actively in the √

LAC session by sharing my
assignment and insights,
asking questions, and
giving
feedback on what
colleagues shared.

19. I interacted with different √

people during the LAC
session.

ACTION PLAN

20. I feel motivated to apply in √

my region/division/district
what I have learned in this
lesson.

21. 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:

I need further elaboration and clarification on the use of WHLP and
ILMP.
 2. I encountered the following problems or challenges:
The only challenge I encountered is how to understand the WHLP
since it is new as well as the ILMP.

3. Other comments/suggestions:
I hope to see the result or effectivity of all the tools used in this
module..

LESSON 1:
LEARNING RESOURCE MAPS FOR DISTANCE LEARNING
ACTIVITY 1
1. Based on the map, what resources should you have in order to implement the LDM adopted by your
School/Division?
Modular distance learning is the adopted modality in our school. Hence, printed self-learning
materials and activity sheets are the resources that we are going to utilize.

2. Do you have the complete resources for the Distance LDM needed in class? If the LRs are not
complete or not available, what steps will you take to make these available? What are your options
to substitute these missing LRs?
The school is now in the process of reviewing the SLMs provided to us. But teachers are already
utilizing the use of LR Portals like LRMDS and DepEd Commons to find useful and effective LRs to
supplement the SLMs if need be.

3. What support will you need to maximize the use of the two DepEd-sanctioned LR Portals? From
whom can you get this support?
A good and stable internet connection is a primary need in accessing these online portals. A
support group to ensure the quality and appropriateness of the LRs should be established. I will get
the support from my fellow educators and the technical support from out ICT coordinator.

4. Based on your evaluation of the materials, are they appropriate to the level and characteristics of
learners? Are there learners who might be disadvantaged by the materials (based on reading ability,
level of learning independence, level of household support, distance)? What adjustments will you
make in terms of the LRs?
 The resources are appropriate to the different levels of our learners. These resources are in
editable formats so improving or adjusting it to meet the needs of all learners should be easy.

ACTIVITY 2
In your LAC Session, share and discuss your answers from the previous activity. What support can you
provide to your colleagues and what support can you get from them in terms of LRs? Take note of the
insights that you can gather from your colleagues and write them in your Study Notebook.

We have agreed to provide immediate technical assistance to each other when we encounter
problems in accessing online portals for LRs. We also came up to a consensus to share updates
and useful tools and knowledge about more sources whether offline or online sources of LRs to
suffice the needs for additional useful LRs

LESSON 2
ACCESSING LEARNING RESOURCES FROM DepEd PORTALS
ACTIVITY 1

Explore the Portals. In your Study Notebook, answer the following questions:
1. Given the LDM adopted in your School, how can the two DepEd portals respond to your LR needs
and those of your learners’? How do they complement the LRs that you already have?
The LRMDS and DepEd Common portals provide supplementary materials to our SLMs that we
can download, improve and adjust to meet the needs of all our learners. It gives variety of learning
activities to complement the existing LRs I have prepared.

2. What are the challenges in accessing the LRs in the portals both for you and your learners? How
will you overcome these challenges?
The biggest challenge in accessing these portals is a poor or very slow internet connection. The
alternative way is to find some place where the signal reception is better.

3. What support will you need to be able to maximize the use of the LR Portals? From whom can you
get this support?
A good and stable internet connection is a primary need in accessing these online portals. A
support group to ensure the quality and appropriateness of the LRs should be established. I will get
the support from my fellow educators and the technical support from out ICT coordinator.

ACTIVITY 2
In your next LAC Session, share and discuss your answers to the questions in Activity 1. Explore how you
can help and support each other in using the LR portals. Jot down the insights and helpful information
regarding the use of the LR portals in your Study Notebook.

We agreed to provide technical assistance in case problems occur while accessing the said portals.
We also decided to include the updates of these portals to our future LAC sessions.

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:
1. Was the material able to meet all the requirements?
The download LR material met the learning targets of the lesson. The LR has the basic
standards required to deliver the MELCs.

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?
The evaluation method has achieved the quality and reliability of the activities to manipulate and
optimize the use of the LR portal.

3. Are there other aspects of the material not covered by the tool but still need to be assessed?
Specify which aspect/s.
The learning material covered the lesson but require some description and terminology to
achieve the best understanding of the concepts.
 4. How does this exercise help you in picking the right and appropriate LRs for your lesson and your
learners?
Understanding the management of this LR Portals, this gives me the confidence and motivation
to look for the most appropriate learning resources to my learners.

ACTIVITY 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 resources are not quality assured and only provide minimal support to attain the learning
objectives for the students.

2. Based on the results of the Assessment Tool, what improvements do the materials — both from
DepEd and Non DepEd portals — still need?
A more precise and easier to follow instructions can be developed. Upload more additional
resources to meet all the learners’ needs and levels of understanding.

3. How does this exercise help you in picking the right and appropriate LRs for your lesson and your
learners?
Understanding the management of this LR Portals, this gives me the confidence and motivation
to look for the most appropriate learning resources to my learners.

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?
The material needs more precision and quality assurance.

2. What improvements do you still need to make in your developed material?

The complexity of contents to meet the learning needs of my students.

RAPID ASSESSMENT OF LEARNING RESOURCES FROM DEPED-SACTIONED 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?

Reflection Questions:
1. Was the material able to meet all the requirements? 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
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? It makes me extra cautious in selecting the LRs I need for my learners.

ACTIVITY 2
RAPID ASSESSMENT OF LEARNING RESOURCES FROM NON-DEPED 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?

Reflection Questions:
1. Was the material able to meet all the requirements? 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? I will still use the material
simply because of it fits the needs of my learners even if I am not sure of its rightful owner.
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? It makes me extra cautious in selecting the LRs I need for my learners.

REFLECTION:
In choosing the appropriate LRs we must consider the following:
1.MELC
2.Appropriateness of every materials used
including content and language.
3.Accessibility – if it is easy to reproduce
4.The author or uploader
5. Layout , graphics, infographics and designs

FORM 4: LAC ENGAGEMENT REPORT

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

NAME OF MEMBER: LAC SESSION ID.:

MYRA S. DUYAG

REGION: XII DATE OF LAC SESSION:

DIVISION: SULTAN KUDARAT NUMBER OF LAC SESSION:

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
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
Please provide the information requested.

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

Answer
I need further collaboration and clarification on how to use the portals
effectively and efficiently.

1. I encountered the following problems or challenges:

Answer
The only challenge that I encountered is how to open and activate my
account in these DEPED portals.

2. Other comments/suggestions:
Answer
I hope to see more activities aligned in the MELC in the DEPED portals.

LESSON 1
REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT

ACTIVITY 1
Filling out the Professional Self-Assessment Questionnaire
ITEMS STRONGLY AGREE DISAGREE STRONGLY
AGREE DISAGREE
I can use the √
modality with ease.
I can confidently use √
the platforms on 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 3
Setting LDM-related PD goals
 What is Goal toward What will you push to achieve What will help you to attain
Improving your teaching the goal? the goal?
practices in the Modalities?

For my students to learn and Equip myself with all the Webinars related to my
have mastery. changes including the profession
platforms to be used and the
modalities adopt by my
school.

To see changes and success To produce self – centered Continues learning

in this new normal set up of activity sheets and life long
the school year. skills.

To prove that DEPED does To be more effective and Portals and the web.
not failed in giving quality efficient teacher in this
education. season that we are facing new
normal.

Lesson 2
Planning for the Continuing Professional Development and Participation in the LAC
 Activity 1 : Accomplishing the Individual Professional
Development Plan Template

Strength Development Action Plan ( Recommended Timeline Resources

al Needs Developmental Intervention ) Needed
Learning Intervention
Objectives in
the PD
Program
Align the To model the Equip myself Whole school Webinars
lessons with effective and year
Applying
the targeted applications familiarize
knowledge
concepts of content the learning
and content
stated in the knowledge competencie
within and
MELC. within and s stated in
across
across the MELC.
curriculum
curriculum
teaching
teaching
areas.
areas.

Using a Evaluate the Model a Study or Year - round Internet

range of use and comprehensi search new
webinars
teaching development ve selection strategies to
strategies of teaching of effective be used in
that enhance strategies teaching this new
learner that promote strategies normal and
achievement learner that promote in different
in literacy achievement learner modalities.
and in literacy achievement
numeracy and in literacy
skills. numeracy and
skills. numeracy
skills.

Assessment of Teacher Needs for LDM2 Learning

 You may administer this questionnaire, individually or through the LAC leaders. Have
the teachers fill out each column with the respective aspects of the Module that they
found easy or challenging to learn and accomplish.
Once you are done with the questionnaire, accomplish the TA/Coaching Plan.

LDM 2 LEARNING

Which Topics were Which Topics What can I do to What Technical

Easy to Learn? were overcome the Assistance do I
Challenging to challenges to need to effectively
Learn? effectively learn?
learn?

MELC COURSE I can attend I need assistance in

OVERVIEW webinars to understanding the
enhance my skills system of public
in teaching in this school since I am a
time of new new teacher.
normal.

DEPED PORTALS WHLP I can explore the

web and find
some interesting
topics to equip
myself regarding
the standard, and
rules on how to
implement the
delivery
modalities.

IDP

LDM 2 OUTPUTS

Which outputs Which outputs What can I do to What Technical

were Easy to were Challenging overcome the Assistance do I
Accomplish? to Accomplish? challenges to need to
accomplish the accomplish the
outputs? outputs?

Unpacking of MELC IDP I will research how I need assistance in

to accomplish these finding a sample in
 tools. each output.

Rapid assessment WHLP

tools in LR

Interventions of
targeted learners

FORM 4: LAC ENGAGEMENT REPORT

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

NAME OF MEMBER: LAC SESSION ID.:

01

REGION: XII DATE OF LAC SESSION:

DIVISION: SULTAN KUADRAT NUMBER OF LAC SESSION:

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
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
Please provide the information requested.

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

Answer
I need further clarification on how to really answer correctly the forms in this
module.

2. I encountered the following problems or challenges:

Answer
The only challenge that I encountered is how to look for the template of IPDP
and how to answer it correctly.
 3. Other comments/suggestions:
Answer
I hope to understand the purpose of all these forms.

Checklist of Module Requirements for LDM2 for Teachers

 Modules 1-4

MODULE REQUIRED OUTPUTS

MODULE 1: 1. No outputs for submission

Course Orientation

MODULE 2: 1. Presentation of LAC Group on Unpacking of a Sample

MELC
MELCs

MODULE 3A: 1. List of targeted learner interventions

Lesson Design and 2. Learning tasks for DL
Assessment in the Modalities
3. Assessment methods in DL
4. Weekly Home Learning Plan for one (1) subject
5. Individual Learning Monitoring Plan for a student who
lags behind in completing the learning tasks
6. LAC 3 Teacher Engagement Report
7. LAC 3 Session Report

MODULE REQUIRED OUTPUTS

MODULE 3B: 1. Two (2) accomplished LR Rapid

Assessment Tools with reflections
Learning Resources

MODULE 4: 1. Finalized LDM Individual Development Plan

(produced after discussion during LAC)
Planning for Continuing Professional
Development and LAC Planning

MODULE 5: 1. Portfolio
Building Your LDM TA Portfolio

ACTIVITY 2
REFLECTING ON BUILDING MY PORTFOLIO
Building portfolio is not easy because it’s my first year as a public-school teacher and I am
still in my adjustment period and here I am trying to build this portfolio.
However, all the activities and outputs were done easily because of the help of every LAC
session and the knowledge shared by my co teachers.
I may not understand the use of this LAC right now but maybe as days go by the essential
part of this will become cleared to me.