MODULE 3A – DESIGNING INSTRUCTION

IN THE DIFFERENT LEARNING DELIVERY

MODALITIES

NAME: CATHERINE S. MENDOZA

DESIGNATION: TEACHER III
LAC ID NO.: D10-001-C-04
SCHOOL ID: 104890
NAME OF SCHOOL: CANIOGAN ELEMENTARY SCHOOL

1|LDM 2MODULE 3A
 Republic of the Philippines
Department of Education

MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT

LEARNING DELIVERY MODALITIES

NAME: CATHERINE S. MENDOZA SCHOOL: CANIOGAN ELEMENTARY SCHOOL

DESIGNATION: TEACHER III SCHOOL HEAD: ROMELIE C. RAMOS

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 homeschooling. In your own words, define
each modality. Write your own definitions in your Study Notebook.

MODALITIES PRESCRIBED
YOUR OWN DEFINITIONS OF EACH MODALITY
IN THE LCP
Face-To-Face (F2F) This is the traditional type of learning where in teacher and
pupils are inside the physical classroom for teaching and
Learning
learning activities
It refers to learning that takes between the teacher and the
learner who are geographically remote from each other
Distance Learning (DL) during instruction. Teaching and learning are done remotely
which can be modular or online (synchronous or
asynchronous)
there is a combination of two or more delivery modalities in
Blended Learning (BL) teaching and learning such as online teaching, face to face
learning or modular 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
Homeschooling 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? Write
down your answer in your Study Notebook.

2|LDM 2MODULE 3A
 MODALITIES PRESCRIBED
DOES IT HAVE AN F2F LEARNING COMPONENT?
IN THE LCP
Face-To-Face (F2F)
Yes, it has F2F learning component.
Learning
Distance Learning (DL) No, physical attendance is required.
Blended Learning (BL) Yes, it has F2F learning component but limited.
Between the pupil and his parents there is, but with an online
Homeschooling
teacher there is none.

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.

Note that when a vaccine is already available and F2F will be allowed by the Inter-Agency
Task Force (IATF) and by the local government unit (LGU) concerned, any of the DL modalities
may be combined with F2F learning to come up with a BL. Learn more about BL in the
Supplementary Handout on Blended Learning Delivery Modalities.

DISTANCE LEARNING MATRIX

Distance Role of Parent or
Distinguishing Essential Role of
Learning Role of Teacher Household
Feature Resources School
Modality Member
• individualized • Printed • Supervise and • Co-supervise • Orients the
instruction Learning monitor the and co-monitor teachers,
where learners modules/self- progress of the the progress of parents and
use self- learning
learners. their children's learners
learning modules
• Provides modular about the
modules (SLMs) • E copy of
in print or modules feedback distance modular
digital format • Supplementary • Makes learning. learning
• the guidance materials constant • Provides policies and
of any member communicatio assistance to directions to
of the family or n to parents. the learners. ensure that
other
everyone is
stakeholder in
the community properly
trained to serve informed
as learning and guided
facilitators • Ensures
Modular complete
Distance
and
Learning
appropriate
(MDL)
content
(Learning
Modules/Self
-Learning
Modules in
print and e-
copy for
those with
device)
• Provides
available
reference/su
pplementar
y materials
for

3|LDM 2MODULE 3A
 distribution
to the
learners.
• teacher • Good stable of • Present lessons • Supervise and • Provide
facilitates Internet • Designs monitor the orientation
learning and Connection for collaborative screen time of for learners
engages
teachers and tasks that will the learners and parents
learners' active
learners engage on
participation
using various • Electronic learners to work navigating
technologies devices such in real-time. these online
connected to as laptops, • Gives platforms
the internet tablets, assignments • organize
while they are smartphones, and learning professional
geographically
and desktop tasks developme
remote from
each other computers • Gives nt activities
Online • SLMs for feedback and to enhance
• May be
Distance
delivered Alternative comments, teachers
Learning
through Delivery Modes rating, and understandi
(ODL)
asynchronous (ADM) even posting ng of and
and • Textbooks, grades or skills in the
synchronous
primer lessons, scores. use of LMS
platform
activity sheets
• Teacher-made
videos and
supplementary
materials, and
open
educational
resources
(OERs).
• implemented • Television and • Provides the • Ensures • Provides the
in areas with Stable learners, as well children's learners, as
access to television as their access to well as their
Television
network parents/guardi television parents/gua
Networks with
TV-Based • Television ans/learning • Provides rdians/learni
programs
Instruction dedicated to Based Lessons facilitators the guidance ng
(TVBI) deliver the • Supplementary broadcast during viewing facilitators
DepEd TV Materials schedule of time. the
lessons. lessons broadcast
schedule of
lessons
• Uses radio • Radio and • Provides the • Ensures • Provides the
broadcast stable signal for learners, as well children's learners, as
• Usually the radio as their access to radio well as their
combines with
station parents/guardi • Provides parents/gua
another
• Radio based ans/learning guidance rdians/learni
modality
lessons facilitators the during listening ng
• Radio script broadcast time. facilitators
Radio- • Supplementary schedule of • the
Based
materials lessons broadcast
Instruction
• Have access to schedule of
(RBI)
device/radio lessons
• Monitor • Acquire
progress of the MOA/MOU
child through with Radio
text messages Station for
or audio needed
• airtime slot
• Gives the All essential • Utilize strategies • Guides and • Determines
learners the resources from the for learners’ supports the the number
benefits of F2F three types of engagement. learner’s of days that
Blended learning while distance learning
• Check in often learning the learners
Distance providing them
with students in process at must be on
Learning with the DL
feature. all types of home F2F learning.
distance
learning.

4|LDM 2MODULE 3A
 • Conducts a
quick survey
every week to
monitor
learner’s
difficulties and
to see how
they have
been
progressing in
the lesson.
• The roles of the
adviser and the
learning area
teacher are
the same as
their roles in the
school-based
F2F modality

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 5, from
easiest to hardest to Type of DL Why
implement
It is the most ideal learning
modality for our school
because it does not require
internet connection for our
1 Modular Distance Learning pupils. Most of them do not
have access to internet. We
can also make schemes that
can help us implement this in
the safest way.
It is because it’s the
combination of MDL and OL. It
gives us flexibility. Though not
everyone has an internet
2 Blended Learning
connection, we can still create
learning opportunities digitally
which do not require much
internet data.
It is not impossible but it poses
challenges and difficulties
3 Online Distance Learning especially to those learners
who do not have internet
connection at home.

5|LDM 2MODULE 3A
 This is quite not applicable for
us because not all household
have access to the channel
4 TV Based Learning DepEd may use. It is also quite
hard to make consistency in
instruction and follow-ups for
this kind of modality.
Not all households have radio
since it is not really much of a
5 Radio Based Learning necessity nowadays.
Accessibility might be one of
the challenges.

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.

Learners Group Targeted Intervention

One of the possible interventions we can do
Learners without parents or household
is through communicating and assisting
member who can guide and support their
them using different means like Messenger
learning at home
or phone text and calls
Ask for assistance and support from parents/
Beginning readers (K to 3) guardians to make follow-up instructions. If
remedial teaching through any different
platform can be done it will be an option.
Ask for assistance and support from parents/
guardians to make follow-up instructions. If
Struggling readers (Grades 4-12) remedial teaching through any different
platform can be done it will be an option.
Give them additional exercises/ tasks to
enhance reading skills.
If a learner does not have devices or access
No access to devices and Internet
to internet we can provide him self-learning
modules for him to study and answer.

Find a platform where you can reach them.

Inaccessible - live in remote and/or unsafe
Find a way to communicate with them and
areas
compromise for the safety of everyone.

Ask for assistance and support from parents/

Persons with Disabilities
guardians to make follow-up instructions

6|LDM 2MODULE 3A
 SCHOOL: CANIOGAN ELEMENTARY
NAME: CATHERINE S. MENDOZA
SCHOOL
DESIGNATION: TEACHER III SCHOOL HEAD: ROMELIE C. RAMOS

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

ACTIVITY 1
Read DO No. 42, s. 2016 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:
A. time is maximized for instruction and learning
B. lessons are responsive to learner’s needs
C. teachers set learning targets for learners
D. teachers carry out a lesson successfully
E. teachers master their learning area content
F. teachers become more reflective about their teaching
G. learners successfully reach the set learning goals
3. What are the three elements or components of a well-designed lesson?
A. Clearly articulated lesson objectives (What should be taught?)
B. Well-selected and logically sequenced presentation of learning resources and
activities to help learners meet the objectives (How should it be taught?)
C. Appropriate and timely assessment activities that provide relevant information
and feedback for both teachers and learners (How should learning be assessed?)

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.

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 activities ideas, skills, or processes concepts discussed
to establish interest in new that students will 3. Ask learners to recall key
lesson eventually internalize activities and concepts
4. Check learner’s prior 2. Help learners understand discussed
knowledge about the and master new 4. Reinforce what teacher
new lesson information has taught

7|LDM 2MODULE 3A
 5. Present connection 3. Provide learners with 5. Assess whether lesson
between old and new feedback has been mastered
lesson and establish 4. Check for learners’ 6. Transfer ideas and
purpose for new lesson understanding concepts to new
6. State lesson objectives as situations
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

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

Which part/s is/are accomplished after the lesson is delivered?

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

8|LDM 2MODULE 3A
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.

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

ACTIVITY 4
Read the handout 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: 5-Mathematics
Lesson/Topic: Divisibility Rules for 2, 5, and 10
Learning Objectives: List down factors of numbers divisible by 2, 5, and 10; use divisibility rules
for 2, 5, and 10 to find common factors of numbers; and appreciate the use of divisibility rules
to find common factors of numbers
Learning Resources/Materials Needed: Self-Learning Module

Additional Remarks:
(ex. can be done via voice calls, can be
Check if facilitated by a household partner, can be
Part of Lesson / Learning Tasks already done via a learning activity sheet, can be
present in presented via an internet- based resource,
the SLM can be facilitated during a synchronous
learning session, etc.)
Before the Lesson
1. Review previous lesson ✓ Can answer independently
✓
2. Clarify concepts from previous lesson
3. Present warm-up activities to establish Video presentation
interest in new lesson ✓
4. Check learner’s prior knowledge about Text messaging
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, and Can be facilitated by a
illustrate the concepts, ideas, skills, or household partner
processes that students will eventually ✓
internalize
2. Help learners understand and master Activity sheets
new information ✓ Virtual calling

9|LDM 2MODULE 3A
3. Provide learners with feedback ✓ Text messaging
✓
4. Check for learners’ understanding
After the Lesson
1. Wrap up activities ✓ Can be facilitated by a
2. Emphasize key information and concepts household partner
discussed ✓
3. Ask learners to recall key activities and Can be done via voice calls
concepts discussed ✓ Virtual calling via smart
4. Reinforce what teacher has taught ✓ phones
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?
We can create additional activities to supplement the LCM. We can also use the
textbooks and other learning resources such as activities online for as long as it is
parallel to the target learning objectives.
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?
For learners: By providing additional materials, giving them immediate assistance,
constant follow up, and provide easy to understand activities.
For the household partner: Communication for constant follow up.
3. How can the teacher gather feedback on the different learning tasks, in order to refine
or modify current and future lessons?
Through phone calls or online messenger.
By checking the answer sheets on time.
Feedback day- this is a day dedicated to checking in with each student and providing
descriptive feedback on their work and learning.

Integrating Content Across Learning Areas/Team Teaching

ACTIVITY 5
Assessment is always a part of designing instruction. Read the DO No. 8, s. 2015 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.

10 | L D M 2 M O D U L E 3 A
 FORMATIVE SUMMATIVE
ASSESSMENT ASSESSMENT

• Both are ways to • Used to determine

• Part of the assess. at a particular point
instructional • Used to evaluate in time what
process. pupils effectively learners know and
• Quizzes and • Used for learners’ do not know.
Observations feedback. • End of unit or
• Writings and Exit • Helps teacher modify chapter tests
Tickets future lesson • Scores that are
• Helps teacher modify planning based on used for
future lesson learners’ needs accountability
planning based on
learners’ needs

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
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 them to the learners during our online session or via text message.
Short quiz

1. Multimedia I will use PowerPoint presentation to creatively deliver during the lesson.
Presentation Pupils can save the presentation on their own gadgets.

Using the different mobile apps, my pupils can learn and enjoy at the
2. Games same time.

I will send quizzes through messenger or text messages. They can send
3. Quizzes suggestions and feedbacks as well.

The pupils can submit their writer works through online platforms or during
4. Written Works the schedule for the pick-up of their modules.

These can be done easily through answering materials such a survey or

5. Inventories/ checklists posted on online platforms or through hardcopies given to
Checklists of skills them.

11 | L D M 2 M O D U L E 3 A
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 that are common among the group members are short
quizzes, multi-media presentations and written works.
2. What are the challenges in doing assessment in DL?
The challenges that can be encountered in doing assessment in DL are the following:
• Unstable internet connections
• Distractions in the environment
• Limited resources
3. Despite the challenges, what opportunities can you and your colleagues
explore to make assessment doable in DL?
Some of the opportunities we can explore to make assessment doable and possible in
DL are:
• Be creative in planning and executing assessment through different means like
online apps
• Be flexible and innovative in the resources available to maximize the learning
opportunities

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.

Check out the Lesson 2, Activity 7 Answer Key to see how well you did.

Learners are different and have different abilities. For some topics, you can give students some
options or alternatives on how they will be assessed. Just make sure that these would show
how much they have learned.

12 | L D M 2 M O D U L E 3 A
 NAME: CATHERINE S. MENDOZA SCHOOL: CANIOGAN ELEMENTARY SCHOOL
DESIGNATION: TEACHER III SCHOOL HEAD: ROMELIE C. RAMOS

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

ACTIVITY 1
Answer the simple check-up quiz below. Read and match the descriptions in column A
with the terms in column B. Write your answers in your Study Notebook.

Column A Column B
1. These are the knowledge, understanding, skills, and
c attitudes that learners need to demonstrate in every a. learning area
lesson and/or learning task.
2. These are the formative learning opportunities given
d to learners to engage them in the subject matter b. mode of delivery
and to enhance their understanding of the content.
3. This refers to the prescribed subject that learners c. learning
a
take. competencies
4. This refers to the method of submission of learning
b outputs preferred by the learner/parent based on d. learning task
their context.

ACTIVITY 2
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)

Share your prepared WHLP during your LAC Session.

13 | L D M 2 M O D U L E 3 A
 Weekly Home Learning Plan for Grade 5
Week 1, Quarter 1, October 5-9, 2020
Day and
Learning Area Learning Competency Learning Tasks Mode of Delivery
Time

8:00 - 9:00 Wake up, make up your bed, eat breakfast, and get ready for an awesome day!

9:00 - 9:30 Have a short exercise/meditation/bonding with family.

Monday

9:30 - 11:30 ENGLISH Fill-out forms accurately English Module 1 Personal submission by the
(school forms, deposit and Quarter I, Week 1 parent to the teachers at
withdrawal slips, etc.) Worksheets the designated pick-up
EN5WC-IIj-3.7 point barangay

1:00 - 3:00 FILIPINO Naiuugnay ang sariling Filipino Module 1 Personal submission by the
karanasan sa Quarter I, Week 1 parent to the teachers at
napakinggang teksto Worksheets the designated pick-up
F5PN-Ia-4 point barangay

Tuesday

9:30 - 11:30 ARALING Naipaliliwanag ang Araling Panlipunan Personal submission by the
PANLIPUNAN kaugnayan ng lokasyon sa Module parent to the teachers at
paghubog ng kasaysayan Quarter I, Week 1 the designated pick-up
point barangay

1:00 - 3:00 SCIENCE Use the properties of Science Module 1 Personal submission by the
materials whether they are Quarter I, Week 1 parent to the teachers at
useful or harmful Worksheets the designated pick-up
S5MT-Ia-b-1 point barangay

Wednesday

9:30 - 11:30 MATHEMATICS Uses divisibility rules for 2, 5, Mathematics Module 1 Personal submission by the
and 10 to find the common Lesson 1and Lesson 2 parent to the teachers at
factors of numbers. Quarter I, Week 1 the designated pick-up
M5NS-Ib-58.1 Worksheets point barangay
Uses divisibility rules for 3, 6,
and 9 to find common
factors.
M5NS-Ib-58.2

1:00 - 3:00 MAPEH Identifies the kinds of notes Music Module 1 Personal submission by the
(MUSIC) and rests in a Quarter I, Week 1 parent to the teachers at
Song MU5RH-Ia-b-1 Worksheets the designated pick-up
point barangay

(ARTS) Discusses events, practices, ARTS Module 1

and culture Quarter I, Week 1
influenced by colonizers Worksheets
who have come to
our country by way of
trading.
A5EL-Ia
Designs an illusion of
depth/distance to simulate
a3-dimensional effect by
using crosshatching and PE Module 1
shading techniques in Quarter I, Week 1
Worksheets

14 | L D M 2 M O D U L E 3 A
 Day and
Learning Area Learning Competency Learning Tasks Mode of Delivery
Time

drawings (old pottery,

boats, jars, musical
instruments).
A5EL-Ib HEALTH Module 1
Quarter I, Week 1
Worksheets
(PE) Assesses regularly
participation in physical
activities based on the
Philippines physical activity
pyramid.
PE5PF-Ib-h-18

(HEALTH) Describes a mentally,

emotionally and socially
healthy
Person
H5PH-Iab-10

Thursday

9:30 - 11:30 EPP Nakagagawa ng abonong EPP (Agriculture) Personal submission by the
(Agriculture) organiko Module 1, Lesson 1 parent to the teachers at
Edukasyong • natatalakay ang Quarter I, Week 1 the designated pick-up
Pantahanan at kahalagahan at Worksheets point barangay
Pangkabuhaya pamamaraan sa
n paggawa ng abonong
organiko
EPP5AG- 0b-4

1:00 - 3:00 ESP Napahahalagahan ang ESP Module 1, Personal submission by the
Edukasyong sa katotohanan sa Quarter I, Week 1 parent to the teachers at
Pagpapakatao pamamagitan ng Worksheets the designated pick-up
pagsusuri sa mga: point barangay
• balitang napakinggan
• patalastas na
nabasa/narinig
• napanood na
programang
pantelebisyon
• nabasa sa internet

Friday

9:30 - 11:30 Revisit all modules and check if all required tasks are done.

1:00 - 4:00 Parents/Learners meet to return all modules and answer sheets for the week and get new modules to
be used for the following week.

4:00 Family Time

onwards

Note: Under the Learning Task column, write the title of the module, the tasks (consider all
parts) in the module and the teacher may prepare a checklist of the module’s parts for
additional monitoring guide for both teacher and the learner.

15 | L D M 2 M O D U L E 3 A
ACTIVITY 3
Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-2020-00162. After
youread 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)
Aid teachers and parents in It establishes a set of
keeping track of the day-to- learning goals and
day in-school and off-school objectives for an individual
Purpose general learning processes learner.
as they implement the most
suitable and feasible
alternative learning modality
For Whom? Teachers and Parents Learners

Learning Area, Learning Learning Area, Learner’s

Competencies, Learning Need, Intervention and
Components Tasks, Mode of Delivery Strategies Provided,
Monitoring Date, Learner’s
Status

Has to be communicated to
Yes Yes
parents?

Remember also that in monitoring the progress of your learners, it is important to get in touch
with the household partner who provides assistance as needed while the learner is doing the
learning tasks at home.

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.

Share the ILMP that you made for that specific learner during your next LAC Session.

INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE

Learner’s Name: Xian Mackenzhie A. Mendoza

Grade Level: Grade 5

Intervention Learner’s Status

Learning Monitoring
Learner’s Needs Strategies Insignificant Significant
Area Date Mastery
Provided Progress Progress
English Enhance Provide October ✓
Reading additional 12-16,
Comprehension materials to 2020
improve reading
comprehension
16 | L D M 2 M O D U L E 3 A
 skills. Ask for
support from
parents/guardian.

Learner is not making significant progress in a timely manner. Intervention

strategies need to be revised.
Intervention
Status Learner is making significant progress. Continue with the learning plan.
Learner has reached mastery of the competencies in learning plan.

Source: DepEd Memorandum DM-CI-2020-00162

Before leaving this Module, take note of the following key messages:

• There are no perfect lessons, but with careful planning, reflection, and continuous
adaptation before, during, and after lesson delivery, you will be able to design
lessons with your best efforts, and maximize learning in this new context.
• It is important for teachers to keep track of how the students are doing, get feedback
from the learners (learners’ self-assessment), and from the learning facilitators or
household partners, in order to continuously improve lessons and provide support for
learners as they learn.
• One way of getting feedback from learners is by communicating regularly with them
and their families. As teachers, you need to make your presence felt, and send the
message to the learners that they are not alone in this situation. This will greatly help
them stay motivated.
• As teachers, you are part of a larger community of learners, and would need support
from your Coaches, School Heads, and fellow teachers as you adapt to the new
normal.

Now, coordinate with your LAC Leader regarding your LAC Session schedule for this module.
Be sure that you have your Module 3A outputs, Study Notebook, and LAC Session 3A Guide
ready when you participate in the LAC Session for this Module.

Submitted by:
CATHERINE S. MENDOZA
Teacher III

Checked by:
MA. CORAZON D. NATIVIDAD
Master Teacher I
LAC Leader

17 | L D M 2 M O D U L E 3 A
 Noted:
ROMELIE C. RAMOS
Principal II
School Instructional Coach

Approved:
DULCE M. CAMAYA
Public Schools District Supervisor
District Instructional Coach

18 | L D M 2 M O D U L E 3 A