Department of Education: Sto. Niño, Calumpit, Bulacan Email: Contact Number: 09258205274

Republic of the Philippines
Department of Education
REGION III
Schools Division Of Bulacan
JUAN PAGDANGANAN MEMORIAL ELEMENTARY SCHOOL
FORM A
LEARNING DELIVERY MODALITIES 2
MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIESLE
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
ACTIVITY 1
Do a quick check of your knowledge of the four modalities prescribed in the LCP—face to-face (F2F)
learning, DL, blended learning (BL), and home-schooling. In your own words, define each modality. Write
your own definitions in your Study Notebook. When you are done, check Lesson 1, Activity 1 Answer Key
1 to see how well you did.
 Face to face- it is the traditional way of teaching where there are live interaction between
the teacher and learners.
 Distance Learning- is most viable for independent learners and learners supported by
periodic supervision of parents and guardian.
 Blended Learning- it allows the combination of limited face to face, online learning, and
modular learning delivery.
 Home schooling- it provides learners with equal access to quality basic education at
home to be facilitated by qualified parents, guardians, or tutors who have undergone
relevant training.
ACTIVITY 2
Read two documents: Guidance on Distance Learning and Non-Negotiable Minimum

Requirements for Distance Learning. As you go through the readings, complete the Distance
Learning Matrix. Share your completed matrix at your next LAC Session. Your goal is to come to a
shared understanding with your peers on the different DL modalities and their defining features
and requirements.
Home schooling and distance learning does not required a face to face learning.
Read two documents: Guidance on Distance Learning and Non-Negotiable Minimum

Requirements for Distance Learning. As you go through the readings, complete the Distance
Learning Matrix. Share your completed matrix at your next LAC Session. Your goal is to
come to a shared understanding with your peers on the different DL modalities and their
defining features and requirements.
Sto. Niño, Calumpit, Bulacan

Email: [email protected]
Contact Number: 09258205274
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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. Be prepared to discuss your ranking at your next LAC Session.
Ranking (1 to Why
5, from easiest Type of DL
to hardest to
implement)
1 RBI It is accessible to all learners.
2 TBVI It is accessible to all learners.
3 BL Parents and learners have their choices in which LDM
they will be more comfortable.
4 MDL 1:2 ratio of modules is one of the challenges that the
teachers will be facing.
5 ODL Not all learners can provide devices and internet
connection.

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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 and share your ideas at your next LAC Session.
Learner Group Targeted Intervention

- seek help from other members of the
Learners without parents or household member family that have the ability to guide and
who can guide and support their learning at supervise the learning at home.
home
Provide basic reading materials appropriate

Beginning readers (K to 3) to their grade level.
provide supplementary reading materials
Struggling readers (Grades 4-12) appropriate to their grade level.
Encourage parents or guardian to access
No access to devices and Internet the free wifi connection from the barangay.
They can also use mobile date connection.
Monitor them as often.
Inaccessible (living in remote and/or unsafe
areas)
Designed a learning scheduled that will

Indigenous Peoples suits to their learning needs.
Designed a learning scheduled that will
Persons with Disabilities suits to their special needs.
Others? Specify

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LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs
ACTIVITY 1
Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go through the
document, write down your answers to the following questions in your Study Notebook:
1. What is Lesson Designing or Lesson Planning?
Lesson designing or lesson planning is the 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. 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?
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 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 components of a well-designed lesson?
-Clearly articulated lesson objectives (What 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 teachers and learners (How should learning be assessed?)
Compare your answers to those found in Lesson 2, Activity 1 Answer Key

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ACTIVITY 2
The second component of a well-designed lesson asks teachers to select and sequence teaching
and learning activities that would help learners meet the learning objectives. These learning tasks
can be presented (1) before the lesson, (2) during the lesson proper, and (3) after the lesson.
In your Study Notebook, copy the following table:.
Before the Lesson Lesson Proper After the Lesson

1. Review previous lesson 1. Explain, model, 1. Wrap up activities
2. Clarify concepts from demonstrate, and 2. Emphasize key
previous lesson illustrate the concepts, information and
3. Present warm-up ideas, skills, or concepts discussed
activities to establish processes that students 3. Ask learners to recall
interest in new lesson will eventually key activities and
4. Check learner’s prior internalize concepts discussed
knowledge about the 2. Help learners 4. Reinforce what teacher
new lesson understand and master has taught
5. Present connection new information 5. Assess whether lesson
between old and new 3. Provide learners with has been mastered
lesson and establish feedback 6. Transfer ideas and
purpose for new lesson 4. Check for learners’ concepts to new
6. State lesson objectives understanding situations
as guide for learners
Refer to the list of learning tasks below, and identify which section of the lesson these learning activities can be
presented by placing each task under the appropriate column.
List of Learning Tasks
1. Wrap up activities
2. Review previous lesson
3. Clarify concepts from previous lesson
4. State lesson objectives as guide for learners
5. Provide learners with feedback
6. Present connection between old and new lesson and establish purpose for new lesson
7. Emphasize key information and concepts discussed
8. Assess whether lesson has been mastered
9. Check for learners’ understanding
10. Explain, model, demonstrate, and illustrate the concepts, ideas, skills, or processes that students will
eventually internalize
11. Help learners understand and master new information
12. Ask learners to recall key activities and concepts discussed 13.Reinforce what teacher has taught 14.Transfer
ideas and concepts to new situations
15. Present warm-up activities to establish interest in new lesson
16. Check learner’s prior knowledge about the new lesson
Compare your answers to Lesson 2, Activity 2 Answer Key

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ACTIVITY 3
Lesson design does not end after implementing the lesson. After the delivery of the lesson, teachers should take
time to reflect on what worked well and why, and what could have been done differently. Identifying successful and
less successful activities and strategies would make it easier to adjust and revise the lesson plan as needed.
In your Study Notebook, copy the components of the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) listed
below, then highlight which part/s 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
Compare your answer to Lesson 2, Activity 3 Answer Key.
Components of the DLL/DLP

I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection
According to DepEd Order No. 42, s. 2016: The reflection part of the DLL and DLP
should be filled up after the lesson is delivered. Teachers are encouraged to think about their
lessons, particularly the parts that went well and the parts that were weak and write about
those briefly. In the reflection, 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. 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.

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ACTIVITY 4
Read the hand out Designing Lessons in DL. In your Study Notebook, recreate and accomplish the following table.
Then choose one lesson from a Self Learning Module (SLM) for students that you have on hand. Imagine that you
will deliver this lesson to your learners through DL. In the second column, identify which of these tasks are already
present in the SLM. In the third column, identify which has to be presented via technology-mediated resources,
supplementary learning materials, or other means.
Learning Delivery Modality (select one):  ODL  MDL  TV/RBI  BL

Grade Level and Learning Area: Grade 3 ESP
Lesson/Topic: Pag-asang Mayroon Ako Ibinabahagi Ko sa Kapwa Ko
Learning Objectives: Naipamamalas ang pagmamahal sa lahat ng nilikha ng Diyos at
kanyang mga biyaya sa pamamagitan ng pagpapakita at pagpapadama ng kahalagahan ng
pagbibigay ng pag-asa sa iba.
Learning Resources/Materials Needed: Printed modules, cellphone, laptop
Additional Remarks: (ex. can be

done via voice calls, can be
facilitated by a household partner,
Check if already present in the can be done via a learning activity
Part of Lesson / Learning Tasks
SLM sheet, can be presented via an
internetbased resource, can be
facilitated during a synchronous
learning session, etc.)
Before the Lesson
1. Review previous lesson  Can be facilitated by
2. Clarify concepts from previous 
A household partner
lesson 
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 lesson and establish
purpose for new lesson 
6. State lesson objectives as guide
for learners
Lesson Proper
1. Explain, model, demonstrate,  Can be facilitated during synchronous
and illustrate the concepts, learning sessions.
ideas, skills, or processes that
students will eventually internalize Can be done via voice calls
2. Help learners understand and 
Can be done via learning activity
master new information 
3. Provide learners with feedback 4. sheets
Check for learners’ understanding
After the Lesson
1. Wrap up activities  Can be done via voice calls
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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
Answer the following questions in your Study Notebook:
1. For learning tasks not found in the SLM you examined, what materials or resources can you create or curate to
supplement the SLM?
For learning tasks not found in the SLM, I will make a video presentation explaining the
connection between old and new lesson and establish purpose for new lesson . Through a
video presentation, it will be easy for them to understand the concept.
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?
Aside from the guide given in the SLM, parents/guardian and learners may clarify things to
me through fb messenger, via text or call, and by checking them from time to time.I can also
translate the guide in the language that they can fully understand.
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 feedback from the learners and parents/guardian by setting a
conference and ask for their suggestion and ideas to refine or modify current and future
lessons.
ACTIVITY 5

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Assessment is always a part of designing instruction. Read the DO 8, s2015 on Policy Guidelines on Classroom
Assessment to learn about assessment.
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. Write your answers in a Venn diagram in your Study Notebook.
Follow the example below.
Formative Summative
Assessment Assessment
Learners may
assessment FOR be assessed assessment OF
learning: to make individually or learning: to measure if
adjustments in the collaboratively the student met the
lesson performance and
content standards
After completing the Venn diagram, look at Lesson 2, Activity 5

Answer Key to see the other similarities and differences between the two types of assessments.
FORMATIVE SUMMATIVE
ASSESSMENT learners may be ASSESSMENT
-assessment FOR learning: assessed individually -assessment OF learning:
to make adjustments in the or collaboratively to measure if the student
lessonmay be integrated in should promote self- met the performance and
all parts ofthe lesson: before reflection and content standards done after
the lesson, thelesson proper, personal the lesson/end of a quarter
and after the lessonresults accountability among results enable teachers to
must be recorded to study students about their describe how well the
the patterns of learning own learning own students learned the
demonstrated by the learning may be a standards/ competencies for
students but should NOT be written work or a a given quarter, which are
used as the basis performance task then reflected
ACTIVITY 6

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There are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy Guidelines on Classroom
Assessment to see examples such as games, quizzes, and interviews. These methods that are commonly used in
the classroom may be modified to be suitable for DL. Which assessment methods can you adapt in DL considering
the content area that you are teaching? In your study notebook, recreate the following table and list five methods
that you would like to try. For each one, write how you plan to use it in DL.
Assessment How to Adapt the Assessment Method in DL

Method
I will send a three-item quiz via text message before the lesson. Based on
Example:
the responses, I will take note of the common misconceptions and clarify
Short quiz
them to the learners during our online session or via text message.
In synchronous teaching I can assess my students understanding through recitations,
1. Recitations by simply calling their names and ask questions about the lessons. It is also a way to
get their attention.
I can send activity sheets via messenger. They can download it and pass it at the
2. Written work given time.
I will send a practice exercises via text or via messenger fo motivation, through this
3. Practice I can assess my students understanding through the previous lesson.
exercises
Open-ended questions are questions that cannot be answered with a simple 'yes' or
4. Open-ended 'no', and instead require the respondent to elaborate on their points. It may also use
question in synchronous teaching to know their own opinion regarding certain topic.
To assess their learning, I will use this method to know how much knowledge they
5.Interview gained in studying a particular lesson.
Be ready to share your output when you meet with your LAC group after completing this module. Try to answer
these questions with your colleagues:
1. What assessment methods are common among the group members?
The assessment methods common among the group members are, written works,
interview and recitation.
2. What are the challenges in doing assessment in DL?
In DL, there’s no face to face will happen, so the parents/guardian will be the one who will
facilitate. They can answer the modules without teaching it to their children.
3. Despite the challenges, what opportunities can you and your colleagues explore to make assessment doable in
DL?
Through challenges in assessing our learners during DL, we can make a solution that will
surely improve our assessment method. We can pass the challenges by helping each other.

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ACTIVITY 7
Sample learning outputs obtained from different assessment methods may be collected to build a learner’s
portfolio. Read Guidelines on the Preparation of Portfolio and e-Portfolio to find out how to construct and use it.
After reading the references, 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.
LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

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ACTIVITY 1
Answer the simple check-up quiz below. Read and match the descriptions in column A with the terms in column B.
Write your answers in your Study Notebook.
Column A Column B
1. These are the knowledge, understanding, skills, and attitudes that learners a. learning area
need to demonstrate in every lesson and/or learning task.
2. These are the formative learning opportunities given to learners to engage b. mode of delivery
them in the subject matter and to enhance their understanding of the
content.
3. This refers to the prescribed subject that learners take. c. learning competencies
4. This refers to the method of submission of learning outputs preferred by d. learning task
the learner/parent based on their context.
Check your answers using Lesson 3, Activity 1 Answer Key
ANSWERS:
1. C.-leaarning competencies
2. D- learning task
3. A- learning area
4. B- mode of delivery

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ACTIVITY 2
Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-00162 which discusses what
WHLPs and Individual Learning Monitoring Plans (ILMPs) are. After that, view the three Sample Weekly Home
Learning Plans.
Now, based on what you have read, create a WHLP for your class. Take note of the following when creating your
WHLP:
For grade levels where learning areas are taught by different teachers, coordinate, plan, and discuss the WHLP
with the learning area teachers.
• Adjustments should be made on the timeframe for accomplishing the learning tasks if there are any suspensions
of classes due to calamities (DepEd, 2020).
• Enjoyable learning activities scheduled on Saturdays such as designing portfolios, should also be reflected in the
WHLP.
• Be guided by the recommended screen time for learners set by the American Academy of Pediatrics (AAP) and
the World Health Organization (WHO) which are as follows:
» Key Stage 1 (K to 3) – at most one hour daily for Kindergarten and one hour to 1.5 hours for Grades 1 to 3
» Key Stage 2 (Grades 4 to 6) – up to two hours
» Key Stage 3 (Grade 7 to 10) – up to two hours for Grades 7 and 8 and up to four hours (two in the morning and
the other two in the afternoon) for Grades 9 and 10
» Key Stage 4 (Grades 11 to 12) – at most four hours (2 hours in the morning and the other 2 hours in the
afternoon)
ACTIVITY 3
Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-2020-00162. After you read the guidelines
on creating an ILMP, copy and fill out the table below in your Study Notebook to see how the ILMP differs from the
WHLP.
Weekly Home Learning Plan Individual Learning

(WHLP) Monitoring Plan (ILMP)
A tool to guide learners and A tool for monitoring learners
Purpose learning facilitators or who 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
Learners and learning Teachers and learning
For Whom? facilitator or household partner facilitator or household partner
Learning area, learning Learner’s needs, intervention
Components competencies, learning tasks, strategies, monitoring date,
mode of delivery learner’s status
Has to be yes yes

communicated to
parents?

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ACTIVITY 4
Assume that after going through the outputs submitted by your learners, one of them has problems completing the
learning tasks for the first two weeks. Think of a possible difficulty the learner may have encountered in
accomplishing the learning tasks. Apply what you have learned about ILMPs in Activity 3 and create an ILMP for
that particular learner who lags behind. Read and use the Individual Learning Monitoring Plan Template. Consider
the components of the ILMP that were described in Activity 3.
WEEKLY HOME LEARNING PLAN

Grade 3
Week 1 Quarter 1
October 12-16, 2020
Day & Learning Learning Competency Learning Tasks Mode of

Time Area Delivery
8:00 – Wake up, make up your bed, eat breakfast and get ready for an awesome day!
9:00 (Paggising, pagsasaayos ng higaan, pagkain ng almusal at paghahanda para sa isang
makabuluhang araw.)
9:00 - Have a short exercise/meditation/bonding with family.

9:30 (Magkaroon ng oras para ikondisyon ang katawan sa pamamagitan ng ehersisyo kasama
ang miyembro ng ating pamilya.)
Monday Mathematic
s
9:30 –
11:30
11:30 - LUNCH BREAK
1:00
1:00 – Filipino
3:00
Tuesday Science Classify objects and Words to unlock Have the parent
materials as solid, liquid, and hand-in the
Matter- ang mga bagay na
gas based on some output to the
inyong nakikita ay matter ito
9:30 – observable characteristics teacher in school.
ay umuokopa ng lugar o
11:30 (Dalhin ng
espasyo.
magulang ang
Solid -ito ay isang ui ng output sa
matter na matigas at may paaralan at ibigay
sariling hugis. sa guro)
Liquid- ito ay may bigat
ngunit walang hugis.
Gas- ito ay uri ng matter na
walang hugis ,ito ay hindi

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nakikita at nagkalat sa
paligid ,walang bigat at
hugis.
Ang mga activities ng bata
ay:
I. What I Know:
Subukin
Piliin ang titik ng tamang
sagot. Isulat sa sagutang
papel ang napiling titik.
Pasagutan sa bata ang
pagsasanay sa pahina 2
II. What’s In:
Balakin
May mga bagay na
maaring matagpuan sa
tahanan, paaralan at
komunidad.Tinatawag
natin itong matter.Ito ay
maaring nasa anyo ng
solid, liquid o gas.
Magbigay ng limang (5)
bagay na matatagpuan sa
inyong bahay. Isulat ito sa
kahon na nasa ibaba at
isulat ang katangian ng
bawat isa. Gawin ito sa
sagutang papel.
Pasagutan sa bata
ang unang pagsasanay sa
pahina 4.
III. Whats New:

Tuklasin
Basahin ang panimulang

kaalaman sa ibaba.
pahina 4
p
IV. What is It:
Suriin
Basahin ang maikling

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talata.
Dito malalaman ang
katangian ng solid, liquid
at gas.
pahina 5
V. What’s More:
Pagyamanin
- Ihanay ang bagay kung
ito ay solid , liquid o gas.
- Isulat ang S kung ang
bagay ay solid, L kung
liquid at G kung gas.
Sagutin ito sa pahina 5-6.
VI. What I Have Learned:

Isipin
- Ang matter ay ang lahat
ng bagay sa ating paligid.
- Ito ay may bigat at
timbang
- May tatlong anyo ito
solid, liquid at gas.
pahina 6
VII. What Can I Do:

Gawin
Ang mga bagay na
matatagpuan sa ating
tahanan ay matter.
Magbigay ng halimbawa.
Gumuhit ng tatlong anyo
nito.
VIII. Assessment:
Tayahin
Isulat ang T kung ang
pahayag ay tama at F kung
hindi.
IX. Additional Activities:

Linangin
Ihambing ang mga
sumusunod na anyo ng
matter. Isulat ang YES
kung ang pangungusap ay
nagpapahayag ng anyo ng

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matter at NO kung hindi.
Ang mga activities ng bata
ay:
I. Whats In:
Balakin
Basahin ang talata sa
pahina 9.
II. Whats New:

Tuklasin
- Tukuyin kung paano
nauuri ang mga bagay.
- Humanap ng iba ibang
solid sa iyong paligid. Itala
sa kwaderno ang inyong
nakita gamit ang
talahanayan.
Sagutin ito sa pahina 10-
11
III. What is It:
Suriin
Activity 1
Idugtong ang solid sa
hanay A sa kabaligtarang
sukat na nasa hanay B.
pahina 11
Activity 2
- Markahan ng tsek ( / )
kung ang bagay
magspang at ekis (x) kung
ito ay makinis.
- Markahan ng tsek ( / )
kung ang bagay ay
matigas at ekis (x) naman
kung ito ay malambot.
pahina 12
IV. What’s More:

Pagyamanin
Tukuyin ang hugis, kulay,

sukat at tekstura ng mga
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sumusunod na larawan.
Isulat ang iyong sagot sa
nakalaang patlang.
V. What I Have Learned:
Isipin
- Ang mga solid ay may
tiyak na kulay, sukat, hugis
at tekstura.
- Ang mga solid ay may
ibat ibang kulay. Maaaring
ito ay pula, asul, berde,
dilaw, kahel, puti o itim.
- Ang mga solid ay may ibat
ibang hugis. Maaaring ito
ay bilog, parisukat,
parihaba tatsulok at oblong.
ibang sukat. Maaaring ito
ay malaki, mallit, mahaba at
maikli.
ibang tekstura. Maaaring ito
ay makinis o magaspang.
pahina 14
VI. What Can I Do:

Gawin
Isulat ang pangalan at

tukuyin ang kulay, hugis,
sukat at tekstura ng mga
larawan.
pahina 14
VII. Assessment:
Tayahin
Hanapin ang katangian

ng solid sa hanay A sa
hanay B. Ang pagpipilian
sa Hanay B ay maaaring
magamit ng dalawang
beses.Isulat ang iyong

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sagot nakalaang patlang.
Pahina 15
VIII. Additional Activities:
Linangin
Isulat ang ibat-ibang

kapansin pansing
katangian ng solid upang
mapunan ang graphic
organizer. Gawin ito sa
inyong kwaderno.
pahina 15
11:30 - LUNCH BREAK
1:00
1:00 – ESP
3:00
Wednesda English
y
9:30 –
11:30
11:30 - LUNCH BREAK
1:00
1:00 – Mother
3:00 Tongue
Thursday Araling
Panlipunan
9:30 –
11:30
11:30 - LUNCH BREAK
1:00
1:00 – MAPEH
3:00
Friday Self-Assessment Tasks; Portfolio Preparation, e.g., Reflective Journal; Other Learning
Area Tasks for Inclusive Education
9:30 –
11:30
11:30 – LUNCH BREAK
1:00
1:00 – Self-Assessment Tasks; Portfolio Preparation, e.g., Reflective Journal; Other Learning
3:00 Area Tasks for Inclusive Education

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3:00 - FAMILY TIME
onwards
Appendix F.
INDIVIDUAL LEARNING MONITORING PLAN
Learner’s Name: Mark E. Rivera

Grade Level: 3
Learning Learner’s Intervention Monitoring Learner’s Status
Area Needs Strategies Date
Provided
Insignificant Significant Mastery
Progress Progress
Science Follow up -Provide more 10-17-2020 
instruction guided
activities,
exercises.
Intervention Learner is not making significant progress in a timely manner. Intervention

Status strategies need to be revised.
Learning is making significant progress. Continue with the learning plan. 
Learning as reached mastery of the competencies in learning plan.


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Department of Education: Sto. Niño, Calumpit, Bulacan Email: Contact Number: 09258205274

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Republic of the Philippines

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

Read two documents: Guidance on Distance Learning and Non-Negotiable Minimum

Read two documents: Guidance on Distance Learning and Non-Negotiable Minimum

Sto. Niño, Calumpit, Bulacan

Consider the situation in your School/Division—your organizational capabilities, your level of

Sto. Niño, Calumpit, Bulacan

Learner Group Targeted Intervention

Provide basic reading materials appropriate

Designed a learning scheduled that will

Sto. Niño, Calumpit, Bulacan

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

2. Why is lesson designing important?

Lesson designing helps ensure that:

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

-Clearly articulated lesson objectives (What should be taught?)

Compare your answers to those found in Lesson 2, Activity 1 Answer Key

Sto. Niño, Calumpit, Bulacan

In your Study Notebook, copy the following table:.

Before the Lesson Lesson Proper After the Lesson

List of Learning Tasks

Compare your answers to Lesson 2, Activity 2 Answer Key

Sto. Niño, Calumpit, Bulacan

Components of the DLL/DLP

Compare your answer to Lesson 2, Activity 3 Answer Key.

Components of the DLL/DLP

Sto. Niño, Calumpit, Bulacan

Learning Delivery Modality (select one):  ODL  MDL  TV/RBI  BL

Additional Remarks: (ex. can be

Answer the following questions in your Study Notebook:

Sto. Niño, Calumpit, Bulacan

After completing the Venn diagram, look at Lesson 2, Activity 5

Sto. Niño, Calumpit, Bulacan

Assessment How to Adapt the Assessment Method in DL

2. What are the challenges in doing assessment in DL?

Sto. Niño, Calumpit, Bulacan

Questions True False

1. A portfolio mainly displays the academic achievements of /

2. Testimonies of parents/guardians and learning /

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

Check your answers using Lesson 3, Activity 1 Answer Key

Sto. Niño, Calumpit, Bulacan

Weekly Home Learning Plan Individual Learning

Has to be yes yes

Sto. Niño, Calumpit, Bulacan

WEEKLY HOME LEARNING PLAN

Day & Learning Learning Competency Learning Tasks Mode of

9:00 - Have a short exercise/meditation/bonding with family.

Sto. Niño, Calumpit, Bulacan

III. Whats New:

Basahin ang panimulang

Sto. Niño, Calumpit, Bulacan

VI. What I Have Learned:

VII. What Can I Do:

IX. Additional Activities:

Sto. Niño, Calumpit, Bulacan

II. Whats New:

IV. What’s More:

Tukuyin ang hugis, kulay,