MODULE 3A

LESSON 1 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 homeschooling. In your own words,

Face-to-face (F2F) learning refers to a learning delivery modality where the teacher and learner/s are

physically in one venue. There are opportunities for active engagement, immediate feedback and

socioemotional development of learners. It may be conducted in any available physical learning space.

Distance learning refers to a learning delivery modality where a learner is given materials or access to

resources and he/she undertakes self-directed study at home or in another venue. Learners engage in

independent learning at home or in any physical learning space applicable, by using learning materials
that are accessible either online, stored on CD/DVD/USB Flash drive, or in printed form, or by viewing TV

lessons or listening to radio-based instruction while being geographically distant from the teacher. The

teacher supervises and monitors the learner’s progress and provides remediation and enhancement
when needed and possible. Assistance may be provided by a learning facilitator who may be a parent or
any member of the family, or a community stakeholder.

Blended learning refers to a learning delivery modality using a combination of the features of F2F
learning

and distance learning. It can be (1) F2F and modular distance learning; (2) F2F and online distance
learning;

(3) F2F and TV-based instruction/Radio-based instruction; or (4) F2F and any combination of the other

types of distance learning.

Home schooling refers to an alternative learning delivery mode (ADM) that provides learners with
access

to formal education while staying in an out-of-school environment, with parents, guardians, or tutors as

authorized facilitators instead of classroom teachers. This does not preclude going to a school on
specific

periods to develop learning competencies that require the use of laboratory, equipment, and others. It
uses any or a combination of the various learning delivery modalities.
Now, answer this question: Which of the LDMs do not have an F2F learning component?
Question: Which of the LDMs do not have a face-to-face learning component?
Answer:

Distance learning

Home schooling if done via distance learning

MODULE 3 LESSON 1 ACTIVITY 2

MODULE 3 LESSON 1 ACTIVITY 3

Ranking Type of DL WHY

(1 to 5, from easiest to
hardest to implement)
1 MDL Students have their own way
of learning that would work for them.
Since the accomplishment of tasks is
self-paced, students learn to have a
sense of responsibility.
2 TVBI This Dl is quite easy for me because
pupils will easy to learn when they see
and hear something, more knowledge
will retain to them.
3 ODL This DL is easy for those who have
gadgets and can afford to have internet
connection but not for those who do
not have, we cannot recommend this
one.
4 RDL For me this is hard to implement
especially for primary pupils because
they do not see anything attention is
quite hard to catch.
5 BL This DL is impossible to attain because
when a vaccine is already available that
is the only time that face to face
learning will be implemented
LESSON 1 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.

Learner Group Targeted Intervention

Learners without parents or household member May we reach them thru phone call and discuss
who can guide and support their learning at what they do not understand or ask the
home assistance of the barangay to assist the pupil

Beginning readers (K to 3) Teacher may provide supplementary reading

materials and ask the parents to check the words
that the child can read so that the teacher may
have the idea of what level is the child already
Struggling readers (Grades 4-12) Teacher may provide supplementary reading
materials with comprehension check and ask the
parents to check the words and the answer so
that the teacher may have the idea of what level
is the child already .The teacher may ask a video
of a child while reading to check also if the
pronunciation is correct
No access to devices and Internet Modules may be given to them

Inaccessible (living in remote and/or unsafe Ask the assistance of the barangay.
areas)
Indigenous Peoples Ask the assistance of the barangay, give a
supplementary material that is suited for them so
that they can relate easier
MODULE 3, LESSON 2, ACTIVITY 1:

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 carry out a lesson successfully

● teachers master their learning area content

● teachers become more reflective about their teaching

● learners successfully reach the set learning goals

3. What are the 3 elements or components of well-designed lessons?

● 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?)
MODULE 3, LESSON 2, ACTIVITY 2:

Before the Lesson Lesson Proper After the Lesson

1. Review previous lesson 1. Explain, model, 1. Wrap up activities
demonstrate, and
illustrate the concepts,
ideas, skills, or
processes that students
will eventually
internalize

2. Clarify concepts from 2. Help learners 2. Emphasize key

previous lesson understand and master information and
new information concepts discussed

3. Present warm-up 3. Provide learners with 3. Ask learners to recall

activities to establish feedback key activities and
interest in new lesson concepts discussed

4. Check learner’s prior 4. Check for learners’ 4. Reinforce what teacher

knowledge about the Understanding has taught
new lesson
5. Present connection 5. Assess whether lesson
between old and new has been mastered
lesson and establish
purpose for new lesson

6. State lesson objectives 6. Transfer ideas and

as guide for learners concepts to new
situations
MODULE 3, LESSON 2, ACTIVITY 3:
Answer: 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.
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: KINDERGARTEN

Lesson/Topic: Counting Numbers 0-3

Learning Objectives: Able to count and be familiarize with numbers 0-3

Learning Resources/Materials Needed: Tracing 0-3, counting objects like popsicle sticks

Part of Lesson / Learning Tasks Check if already Additional Remarks:

present in the (ex. can be done via voice
SLM calls, can be facilitated
by a household partner,
can be done via a learning
activity sheet, can be
presented via an internet-
based resource, can
be facilitated during a
synchronous learning
session, etc.)
BEFORE THE LESSON
1.Review previous lesson
2. Clarify concepts from / can be done via learning activity
previous lesson
3. Present warm-up activities to
establish
interest in new lesson
4. Check learner’s prior / can be
knowledge about the presented via an internet-
new lesson based resource

5. Present connection between / can be facilitated

old and new by a household partner
lesson and establish purpose for
new lesson
6. State lesson objectives as / can be done via voice calls
 guide for learners
Lesson Proper
1. Explain, model, demonstrate,
and illustrate
the concepts, ideas, skills, or
processes that
students will eventually
internalize
2. Help learners understand and
master new
Information
3. Provide learners with
feedback
4. Check for learners’ / can be done via voice calls
understanding
After the Lesson
1. Wrap up activities
2. Emphasize key information
and concepts
discussed
3. Ask learners to recall key / can be
activities and presented via an internet-
concepts discussed based resource

4. Reinforce what teacher has

taught
5. Assess whether lesson has
been mastered
6. Transfer ideas and concepts
to new
situations

MODULE 3, LESSON 2, ACTIVITY 5

LESSON 2, ACTIVITY 6.

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 Method How to Adapt the Assessment Method in

DL
Example: I will send a three-item quiz via text message
Short quiz before the lesson. Based on
the responses, I will take note of the common
misconceptions and clarify
them to the learners during our online session or
via text message.
1. Reading assessment I will give a supplementary reading materials then
ask the parents to take a video so that I will know
their capabilities in reading
2. Interview I will call them and ask some simple questions
like their complete name. age and address.
3. Games I will provide them cut outs as supplementary
material regarding lesson in colors they are going
to classify them according to their colors
4. Short quiz I will give them photocopied supplementary
material matching type exam regarding upper
case and lower case
5. Short quiz I will ask them to write numbers 0-3 in their
notebook to see if they can write it properly and
follow the red blue red lines

MODULE 3, LESSON 2, ACTIVITY 7:

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.

FALSE

2. Testimonies of parents/guardians and learning facilitators regarding the

learner’s progress may be included in a portfolio.

TRUE

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.

FALSE

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.

FALSE

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.

TRUE

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.

TRUE

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.

TRUE

MODULE 3, LESSON 3, ACTIVITY 1:

1. These are the knowledge, understanding, skills, and attitudes that learners need to

demonstrate in every lesson and/or learning task.

Answer: c) learning competencies

2. These are the formative learning opportunities given to learners to engage them in the subject

matter and to enhance their understanding of the content.

Answer: d) learning task

3. This refers to the prescribed subject that learners take.

Answer: a) learning area

4. This refers to the method of submission of learning outputs preferred by the

learner/parent based on their context.

Answer: b) mode of delivery

MODULE 3, LESSON 3, ACTIVITY 3: ANSWER KEY

Weekly Home Learning Plan Individual Monitoring Plan (IMP)

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

For whom? Learners and learning facilitator Teachers and learning facilitator
or household partner or household partner

Components Learner’s needs, intervention

Learning area, learning strategies, monitoring date,
competencies, learner’s
learning tasks, mode of delivery status

Has to be Yes Yes

communicated to
parents?