LDM 2 FOR TEACHERS MODULE 1 : COURSE ORIENTATION

LESSON 1 : COURSE OVERVIEW

Activity 1 : Reflecting on the Course

This course is indeed a great help and guide for teachers to be ready in teaching during the time of Pandemic where the
different modalities will be implemented. This is a way of being ready and gearing up for the new duties and responsibilities
brought to us by Covid-19.

ACTIVITY 2 : DESCRIBING THE CONTEXT

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

participation in this course?

ANSWER : My personal characteristics will affect my participation in this course positively by

actively participating in each activity.

2. How can I ensure that I am able to sustain my strengths and address the obstacles that will

HABITS OBSTACLES MOTIVATION ENVIRONME

( What is it that I ( What will prevent ( What will push me NT
repeatedly do me from to participate in ( Where will I
that may affect participating this course ? ) accomplish
my participation fully in this the
in the course in course? )
requirements of
a positive or
this
negative way? )
course? )
Describe the
environmen
t.
Being persistent Maybe internet My students - House where I
and detailed . connection is one thinking that I can easily
because this need to be think
course will be prepared in this because
done in online new normal for there is no
platform. them ,that is why distractions
I need to be at my home.
serious in this
 course.
3. hinder me from completing this course?

ANSWER : I can ensure in myself that I am able to sustain my strengths and address the obstacles
that will hinder me from completing this course by thinking positively that this is for my students and
all the development of this course is for our generation.

Being organized and My schedule as well New learning and shared

eager to learn.
Being so active in each
session.
because I have to do the knowledge .
tasks simultaneously.
( LAC and distribution of
modules, webinars )

LESSON 2: ORGANIZING YOUR

LEARNING ACTION CELLS (LAC)

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

ANSWER : It will influence my learning by all the discussions I will learn in each session.

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:

ANSWER :
● To nurture successful teachers
● To improve the teaching-learning process to improve learning among students
● To enable teachers to support each other to continuously improve their content and pedagogical
knowledge, practice, skills, and attitudes
● To foster a professional collaborative spirit among School Heads, teachers, and the community
as a whole.

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.

ANSWER :
● Simultaneous Tasks – It is really hard for me because the LAC session schedule is also our
schedule for BRIGADA, NDEP, WALOO APP WEBINARiS, and distribution of modules.
● Lack of sample outputs – There were no sample outputs, and some templates in this course.
● Internet Connection – Sometimes I am having poor internet connection to join the sessions.

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.:

REGION: IV - A DATE OF LAC SESSION: Sept. 15, 2020

DIVISION: 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:

I need further elaboration and clarification about the significant of this course and its
contribution in this coming school year.

2. I encountered the following problems or challenges:

The only challenge I encountered is how to understand the module/ topic in a deeper way.

3. Other comments/suggestions:
I hope to see more examples in each output.

MODULE 2

LESSON 1 : Background, Rationale, and Development of MELCs

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 this concerns could be solved by teachers alone? Why or Why not?

ANSWER : In terms of curriculum standards we need to addressed the needs of our students and one of the
things we need to do is the proper or correct implementation of MELC. We need to target all the concepts and
competencies stated in each quarter and lesson to ensure not just the learning continuity but the mastery of the
lessons. I think it can be solve by teachers alone because they are the one who will do activity sheets that needs
to be aligned in the MELC. Also we need to  sustain the delivery of quality, accessible, relevant, and liberating
Philippine basic education services anchored on the Sulong Edukalidad framework. It will continue to strive to
produce holistic Filipino learners with 21st century skills. Consequently, the Bureau of Curriculum
Development ensures that learning standards are relevant and flexible to address the complex, disruptive,
volatile, and ambiguous impact of COVID-19 in the Philippines particularly in the basic education sector. 

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?
ANSWER : Yes I agree because it is seen in some of the surveys that was on the news , one of the
examples is the news about - Filipinos have poor reading comprehension.

ACTIVITY 2 : Familiarizing on the Design

and Development of MELCs

1. What are the general and specific purposes of the development of MELCS?
ANSWER :
● General purpose : it serves as a guide for teachers on what particular competencies to teach
accordingly.
● Specific purpose : MELCS were done because we are in the new normal , we have shorter
school year so for me the specific purpose of this is to meet the competencies or all the
curriculum standards without compromising the curriculum standards.

2. How does curriculum review aid in the identification of essential learning competencies?
ANSWER : The review covered the following: 
● Mapping of the essential and desirable learning competencies within the curriculum; ●
Identification of prerequisite knowledge and skills needed to prepare students for essential
learning competencies; and 
● Analysis of the interconnectedness of prerequisite knowledge and skills among the learning
competencies for each subject area.

3. What is the difference between essential learning competencies and desirable learning
competencies?
ANSWER : 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?
ANSWER : 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. And determining the criteria for the selection of the MELCs, the Department collaborated with
stakeholders from ACTRC, during which the descriptor – ENDURANCE – was considered the primary
determining factor. A learning competency is considered enduring if it remains with learners long after a test or
unit of study is completed or if it is useful beyond a single test or unit of study. Examples of such learning
competencies include research skills, reading comprehension, writing, map reading, and hypothesis testing,
which are essential in many professions and in everyday life (Reeves, 2002; Many & Horrell, 2014). The
Department then identified the MELCs across all learning areas through the application of these
understandings. A list of the characteristics of essential learning competencies was provided to help participants
decide which among the learning competencies are deemed most important.

5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
ANSWER : For me the importance of MELC in ensuring the delivery of quality instructions is it
targets what matters in each lesson. And it also ensure that all learners can easily understand the
lesson since it is well identified.
 LESSON 2 : UNPACKING AND COMBINING MELCS
INTO LEARNING OBJECTIVES

ACTIVITY 1 : Identifying considerations in unpacking and

combining the MELCS

1. What is the importance of unpacking and combining the MELC?

ANSWER : The importance of unpacking of MELC is it became more attainable in the teaching –
learning process, it is more organized and easy to follow which competencies should be thought first
and how the MELC will be develop in each lesson. Combining the MELC is important also in order
to cope up to the shorter school year.

2. What considerations must be taken in unpacking and combining the MELCS? Explain each.

ANSWER :
● School calendar – we must see or understand that MELC were formed because of the shorter
school year.
● Curriculum Standards – Both content and performance standard must be seen and take into
considerations because we need to make it sure that we are not compromising the
curriculum.
● BOW – We need to unpack the MELC base on the number of days that each lesson will be
taught.

3. Do all the MELCS need to be unpacked or combined ? Why or Why not?

ANSWER : No because for example there is MELC that base on BOW it is 1 day or 2 days to be
taught of course you will not unpack it because it in 1 day or 2 days you can already attained the
competencies. We just need to unpack the MELCS that are good for 4 days – 10 days in the BOW to
properly assigned the competencies in each day and those MELC that are general or broad or in the
Application, Synthesis, and Analyzing stage based on Bloom’s taxonomy.
 OUTPUT ( UNPACKING OF MELCS )
Subject : English
MELC 1 : Classify/Categorize sounds heard (animals, mechanical, objects, musical instruments,
environment, speech)
NUMBER OF DAYS TAUGHT : 5

DAYS UNPACK MELCS

Day 1 Listen to the different sounds of animals ,
mechanical objects, musical instruments,
environment, speech.
Day 2 Identify the sounds heard (animals , mechanical
objects, musical instruments, environment, speech
)
Day 3 Classify the sounds of animals and mechanical
objects.
Day 4 Classify the sounds of musical instruments ,
environment and speech.
Day 5 Classify/Categorize sounds heard (animals,
mechanical, objects, musical instruments,
environment, speech)

Subject : Math
MELC 1 : Visualizes and represents numbers from 0-1000 with emphasis on
numbers 101 – 1 000 using a variety of materials.
NUMBER OF DAYS TAUGHT : 5

DAYS UNPACK MELCS

Day 1 Identify numbers from 0 - 500
Day 2 Identify numbers from 501 - 1000
Day 3 Represents numbers from 0 – 1000 using sticks
and fruits
Day 4 Represents numbers from 501 – 1000 using sticks,
fruits, blocks.
Day 5 Visualizes and represents numbers from 0-1000
with emphasis on numbers 101 – 1 000 using a
variety of materials.

Subject : Filipino
MELC 2 : Nagagamit ang magalang na pananalita sa angkop na sitwasyon (pagbati, paghingi ng
pahintulot, pagtatanong ng lokasyon ng lugar, pakikipag-usap sa matatanda, pagtanggap ng paumanhin,
pagtanggap ng tawag sa telepono, pagbibigay ng reaksyon o komento
NUMBER OF DAYS TAUGHT : 8
DAYS UNPACK MELCS
Unang araw Natutukoy ang mga magagalang na pananalita na
ginagamit sa pagbati.
Ikalawang araw Natutukoy ang mga magagalang na pananalita na
ginagamit sa paghingi ng pahintulot.
Ikatlong araw Natutukoy ang mga magagalang na pananalita na
ginagamit sa pagtatanong ng lokasyon ng lugar.
Ikaapat na araw Natutukoy ang mga magagalang na pananalita na
ginagamit sa pakikipag – usap sa matatanda.
Ikalimang araw Natutukoy ang mga magagalang na pananalita na
ginagamit sa pagtanggap ng paumanhin
Ikaanim na araw Natutukoy ang mga magagalang na pananalita na
ginagamit sa pagtanggap ng tawag sa telepono.
Ikapitong araw Natutukoy ang mga magagalang na pananalita na
ginagamit sa pagbibigay ng reaksyon o komento.
Ikawalong araw Nagagamit ang magalang na pananalita sa angkop
na sitwasyon (pagbati, paghingi ng pahintulot,
pagtatanong ng lokasyon ng lugar, pakikipag-
usap sa matatanda, pagtanggap ng paumanhin,
pagtanggap ng tawag sa telepono, pagbibigay ng
reaksyon o komento
Subject : ARALING PANLIPUNAN
MELC 1 : Nailalarawan ang sariling komunidad batay sa pangalan nito, lokasyon, mga nammuno,
populasyon, wika, kaugalian, paniniwala atbp.
NUMBER OF DAYS TAUGHT : 5
DAYS UNPACK MELCS
Unang araw Natutukoy ang mga nakikita sa komunidad.
Ikalawang araw Natutukoy ang pangalan ng komunidad at
lokasyon nito.
Ikatlong araw Natutukoy ang populasyon at wika ng komunidad.
Ikaapat na araw Tukuyin ang kaugalian at paniniwala ng
komunidad.
Ikalimang araw Nailalarawan ang sariling komunidad batay sa
pangalan nito, lokasyon, mga nammuno,
populasyon, wika, kaugalian, paniniwala atbp.

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.:

REGION: IV - A DATE OF LAC SESSION: Sept

DIVISION:LAGUNA NUMBER OF LAC SESSION: 2

Part A
Please indicate the extent to which you agree with each of the following statements by
ticking
the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =
Strongly agree)

SD D N A SA Comments / Remarks
(For example, if you
disagree or strongly
 disagree, please
indicate why.)

THE LAC SESSION

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.

MODULE 3A

LESSON 1 : Understanding the different

Learning Delivery Modalities

Activity 1 : Defining the modalities prescribed in the LCP

 1. Face to face learning – for me this is the usual classroom set up that we are doing over the years.
Wherein, the teacher and students are in the classroom and doing the teaching – learning process with
the use of chalk, blackboard and books.

2. Blended Learning – when we say blended learning we are using supplemental videos or other
resources around the web to help us in teaching our lessons and for the students to understand more
about the topic. It can also include simulations. Still the teacher is teaching but with the use of
technology, resources online and books.

3. Home schooling – student is just at home studying with her/his own schedule together with his/her
parents as her/his teacher but still it is the teacher who will give assessments.

Activity 3 – Ranking the Types of Distance learning + LAC

Ranking (from easiest
hardest to implement)
1.
2 Modular Digitized
3 Online
to Type of DL Why?
Modular Printed For me it is the easiest because
we will not be needing internet
connections here. Though the
feedbacking and mastery of
the lessons are considered as
disadvantages of this modality.
But in terms of delivering the
lesson still it is the easiest for
me.
It is 2nd for me because here
parents should always check
their FB group and be active
on it. And we all know that
some parents are working so
maybe there will be or might
be problem here regarding the
things that we are posting I
our FB group.
Learning - As we all know because of
Synchronous internet connection
 Activity 4 – Identifying Targeted Interventions for Learners
with Special Concerns + LAC

Learners Group Targeted Intervention

Learners without parents or household member Follow up them everyday to be sure that they
who can guide and support their learning at home understand the lessons.
No access to devices and Internet Upload offline videos so they can watch it even
they are using data.
Struggling readers Call the help of their parent to be more patient in
teaching. Send supplemental videos so that the
learners will understand the lesson by watching 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 concepts to Wrap up activities
new situations
Clarify concepts from previous Emphasize key information Provide learners with feedback
lesson and concepts discussed
Present connection between Explain, model, demonstrate, Assess whether lesson has
old and new lesson and and illustrate the concepts, been mastered
establish purpose for new ideas, skills, or processes that
lesson students will eventually
internalize
Check learner’s prior Help learners understand and Check for learners’
knowledge about the new master new information understanding
lesson
Present warm-up activities to Reinforce what teacher has
establish interest in new lesson taught
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 : 2
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 by a
Part of Lesson/ already household partner, can be done via a learning activity
Learning Task present in sheet, can be presented via an internet- based resource,
the SLM 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
previous lesson √ Printed modules

3. Present warm-up
activities √ Learning activity sheets
to establish
interest in new lesson
√
4.Check learner’s prior Instructional video lesson
knowledge about the
new lesson
√ Printed modules
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 √
3. Ask learners to recall Learning activity sheets, facilitated by a household partner
key Learning activity sheets
activities and concepts √
discussed Learning activity sheets/ writing a reflection
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 reflection and
the lesson personal Can be administer after every
accountability among 3 lessons
students about their
results can be recorded to study own learning results are always recorded and
the development of the learners part of the computation of grades
and the mastery of the lessons.
always individual
Can be individual or group
 OUTPUT : 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.

OUTPUT : Creating a Weekly Home Learning Plan + LAC

 MAPEH GRADE 2 (Quarter I Week I)

Gabay sa Pagkatuto:
Unang araw – Musika ( Okt. 05, 2020 )
1. Basahin at unawaing mabuti ang bawat panuto
na nakasaad sa activity sheets. Kung hindi naunawaan ang binasa at
ang mga panuto sa bawat gawain, maaaring magtanong o humingi ng tulong sa
iyong guro, magulang o sinumang nakakatanda.
2. Sagutin ng buong katapatan at buong husay
ang mga tanong sa bawat pagsasanay o
gawain para saiyong pagkatuto.
3. Sagutan ang Gawain sa pagkatuto bilang 1-3.
4. Basahin ang “ Tandaan “
Ikalawang araw - Arts ( Okt. 06, 2020 )
1. Sagutan ang Gawain sa pagkatuto bilang 1 at 2
2. Basahin ang Tandaan
Ikatlong araw - PE ( Okt. 07, 2020 )
1. Sagutan ang Gawain sa pagkatuto bilang 1-3

Ikaapat na araw- Health( Okt. 08, 2020 )

1.Basahin ang kuwentong “ Mobile lebin “ at sagutan ang sumusunod na tanong.
2. Sagutan ang Gawain sa pagkatuto bilang 2 at 3
 MAPEH GRADE 2 (Quarter I Week 2)
Gabay sa Pagkatuto:
Unang araw – Musika ( Okt. 12, 2020 )
1. Basahin at unawaing mabuti ang bawat panuto
na nakasaad sa activity sheets. Kung hindi naunawaan
ang binasa at ang mga panuto sa bawat
gawain, maaaring magtanong o humingi ng
tulong sa iyong guro, magulang o sinumang
nakakatanda.
2. Sagutin ng buong katapatan at buong husay
ang mga tanong sa bawat pagsasanay o
gawain para saiyong pagkatuto.
3. Sagutan ang Gawain sa pagkatuto bilang 1at 2 .
Ikalawang araw - Arts ( Okt. 13, 2020 )
1. Sagutan ang Gawain sa pagkatuto bilang 1- 3
Ikatlong araw - PE ( Okt. 14, 2020 )
CF 1. Sagutan ang Gawain sa pagkatuto bilang 1-3
Ikaapat na araw- Health ( Okt. 15, 2020 )
1.Pag – aralan at unawaing mabuti ang piramide ng pagkain at pinggang Pinoy.
2. Sagutan ang Gawain sa pagkatuto bilang 1 at 2
 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 A tool for monitoring learners
partners in tracking the subject who lag behind based on the
areas to be tackled and activities to results of their formative and
perform at home summative assessments
For whom? Learners and learning facilitator or Teachers and learning facilitator
household partner or household partner
Components Learning area, learning Learner’s needs, intervention
competencies, learning tasks, mode strategies, monitoring date,
of delivery learner’s status
Has to be Yes Yes
communicated to
parents?

OUTPUT : Creating an Individual Learning Monitoring Plan

+ LAC
INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE
Learner’s Name: Juan Dela Cruz
Grade Level: 2
Intervention Learner’s Status
Learnin Learner’s Monitorin
Strategies Insignificant Significant
g Area Needs g Date Mastery
Provided Progress Progress
English Printed To prepare and October 9, Lack of Active Not
Module / provide 2020 motivation/ participation evident
Activity learning Needs
Sheet materials , remediation.
supplementary
reading for
their
comprehension
Intervention Learner is not making significant progress in a timely manner. Intervention
Status strategies need to be revised. ☐
 Learner is making significant progress. Continue with the learning plan. ☐
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

REGION: IV - A DATE OF LAC SESSION: Sept. 17, 2020

DIVISION: NUMBER OF LAC SESSION: 3A

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 effectiveness of all the tools used in this module..

MODULE 3B

LESSON 1: LEARNING RESOURCE MAPS

FOR DISTANCE LEARNING
ACTIVITY 1 Answering questions about the Learning Resource Map

a. Given the LDMs adopted by the different schools assigned to you, what resources based on the
LR Map can you recommend to them?
ANSWER : I will recommend the use of offline digital SLM, and SLM based videos
b. Do the schools have complete LRs for the LDMs they have chosen?
If the LRs are not complete or not available, what steps will you take to help them make these
available?

ANSWER : If we have no complete LR , I will use the internet to search for another resources to be used
in my lessons. I will also use DEPED PORTAL, DEPED COMMONS, offline videos and maximize the
use of Learners Materials.
c. What other supplementary materials can you recommend or provide in order to complement
the LDMs adopted by the schools?

ANSWER : videos, activity sheets, internet.

d. Based on your assessment of these LRs, are they appropriate
for the level and characteristics of learners? Are there learners who might be disadvantaged by
the materials (reading ability, level of learning independence, level of household support,
distance)? What adjustments will you suggest in terms of the LRs?

ANSWER : For me it will be appropriate if we will use the correct assessment tools because we are the
one who knows our learners.

LESSON 2: ACCESSING LEARNING RESOURCES

FROM DEPED PORTALS
 ACTIVITY 1 : Accessing and exploring LR Portal & DepEd Commons

Activity 2 : Discussing Answers to Activity 1

Given the LDMs adopted by the Schools assigned to you, how can the two DepEd portals
respond to their LR needs and those of your learners’?
How do they complement the LRs that the Schools already have?

ANSWER : FOR ME THESE TWO PORTALS RESPONDS BY MEETING THE NEEDS OF THE
TEACHERS AND THE LEARNERS. AND ALSO THE TWO PORTALS ARE ALLIGNED ACCORDING
TO THE LEARNING COMPETENCIES THAT IS WHY IT IS FLEXIBLE AND READY TO USE.

A. What are the challenges in accessing the LRs in the portals for you, the teachers, and the
learners? How will you overcome these challenges?

ANSWER : For me the only challenges I have encountered in accessing these portals is it is difficult to
find what I am looking for even it has option to filter the LRs because still there are lots of LRs and
activities popping up. In the learners side, I think the challenge is the log in procedure and connectivity.

B. What support will you need to be able to maximize the use of the LR Portals? From whom can
you get this support?

ANSWER : I think we need to ask for the support of our schools to promote the use and importance of
these portals.
 LESSON 3: ASSESSING THE LR MATERIALS

OUTPUT: Using the LR Rapid Assessment tool to

Assess a DepEd Material

RAPID ASSESSMENT OF LEARNING RESOURCES

LRMDS : MATH GRADE 2

Is the LR Material... YES NO Cannot be determined

Connected and relevant to the MELCs? √

Appropriate to the grade level and √

learner characteristics in terms of
language, activities?

Easy to reproduce and/or disseminate? √

From a credible source/author? √

Culture- and gender-fair? √

Free from red flags on possible copyright √

and plagiarism issues?

The layout and format easy to read and √

pleasing to the eyes?

A. Was the material able to meet all the requirements?

 ANSWER : YES

B. 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?
ANSWER : YES . I WILL STUDY IT FIRST BEFORE GIVING TO MY LEARNERS.

C. Are there other aspects of the material not covered by the tool but still need to be assessed?
Specify which aspect/s.
ANSWER : NONE

D. How does this exercise help you in picking the right and appropriate LRs for your lesson
and your learners?
ANSWER : It makes me pick the right LR by looking at the data of the checklist.

OUTPUT : Assessing LR Materials From

Non-DepEd LR Portals/Platforms

Grade 3 English Lesson 2: Recognizing Common and Proper Noun

(MELC/Module based)
Non-Deped Portal: GENYO
RAPID ASSESSMENT OF LEARNING RESOURCES (From NON-DEPED LR Portal )

Is the LR Material... YES NO Cannot be determined

Connected and relevant to the MELCs? √

Appropriate to the grade level and √

learner characteristics in terms of
language, activities?

Easy to reproduce and/or disseminate? √

From a credible source/author? √

Culture- and gender-fair? √

 Free from red flags on possible copyright √
and plagiarism issues?

The layout and format easy to read and √

pleasing to the eyes?

A. Was the material able to meet all the requirements?

ANSWER : YES

B. 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?
ANSWER : YES . I WILL STUDY IT FIRST BEFORE GIVING TO MY LEARNERS.

C. Are there other aspects of the material not covered by the tool but still need to be assessed?
Specify which aspect/s.
ANSWER : NONE

D. How does this exercise help you in picking the right and appropriate LRs for your lesson
and your learners?
ANSWER : It makes me pick the right LR by looking at the data of the checklist.

Based on the Assessment Tool, how does the material from a non-DepEd Portal compare
with the LR from the DepEd Portal?
ANSWER : The non – DEPED portal has the same competencies but different content. Mostly has
higher standards.

REFLECTION:
In choosing the appropriate LRs we must consider the following:
2. MELC
3. Appropriateness of every materials used including content and language.
4. Accessibility – if it is easy to reproduce
5. 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.:

REGION: IV - A DATE OF LAC SESSION: Sept. 18, 2020

DIVISION: NUMBER OF LAC SESSION: 3B

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:

I need further elaboration and clarification on how to use the portals effectively and
efficiently.
2. I encountered the following problems or challenges:
The only challenge that I encountered is how to open and activate my account in these
DEPED portals.
3. Other comments/suggestions:
I hope to see more activities aligned in the MELC in the DEPED portals.

MODULE 4

LESSON 1: REFLECTING ON PROFESSIONAL LIFE

AND DEVELOPMENT

ACTIVITY 1 : Filling out the Professional Self-Assessment Questionnaire

ITEMS STRONGLY AGREE DISAGREES 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 Improving What will you push to achieve What will help you to attain the
your teaching practices in the the goal? goal?
Modalities?
For my students to learn and Equip myself with all the Webinars related to my
have mastery. changes including the platforms profession
to be used and the modalities
adopt by my school.
To see changes and success in To produce self – centered Continues learning
this new normal set up of the activity sheets and life long
school year. skills.
To prove that DEPED does not To be more effective and Portals and the web.
failed in giving quality efficient teacher in this season
education. that we are facing new normal.

Lesson 2 : Planning for the Continuing Professional Development

and Participation in the LAC
 OUTPUT : Accomplishing the Individual Professional
Development Plan Template

Action Plan
( Recommended
Developmental
Intervention )
Strength Developmenta Timeline Resources
l Needs Learning Intervention Needed
Objectives in
the PD
Program

Align the lessons To model the Equip myself Whole school Webinars
with the targeted effective and familiarize year
Applying
concepts stated in applications of the learning
knowledge and
the MELC. content competencies
content within
knowledge stated in the
and across
within and MELC.
curriculum
across
teaching areas.
curriculum
teaching areas.

Using a range Evaluate the use Model a Study or search Year - round Internet
of teaching and development comprehensive new strategies to
webinars
strategies that of teaching selection of be used in this
enhance strategies that effective new normal and
learner promote learner teaching in different
achievement in achievement in strategies that modalities.
literacy and literacy and promote learner
numeracy numeracy skills. achievement in
skills. literacy and
numeracy skills.
 Activity 2: Professional Development Objectives

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.

Name (Optional):
LDM2 LAC ID Number (Required): LAC14 – 001
School: Cayetano Topacio Elementary School

LDM 2 LEARNING

Which Topics Which Topics What can I do What Technical

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

MELC COURSE I can attend I need assistance in

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

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 to I need assistance in

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

REGION: IV - A DATE OF LAC SESSION: Sept. 19, 2020

DIVISION: NUMBER OF LAC SESSION: 4

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:

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

2. I encountered the following problems or challenges:

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:
 I hope to understand the purpose of all these forms.

MODULE 5

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 3B: Two (2) accomplished LR Rapid Assessment Tools with

Learning Resources reflections

MODULE 4:
Planning for Continuing Finalized LDM Individual Development Plan (produced
Professional Development after discussion during LAC)
and LAC Planning

MODULE 5:
Building Your LDM TA
PORTFOLIO
Portfolio

ACTIVITY 2 : Reflecting on Building My Portfolio

1. How will your Portfolio help you in tracking the progress of your teaching practice in your
School's LDM?

ANSWER : My portfolio will help me in tracking the progress of my teaching practice in my school’s
LDM by simple looking at it every time I am confuse on what to do and by checking my answers here in
the portfolio if I execute it well. Or by assessing myself if I am still aligned on my portfolio.

2. What evidence from the previous modules will help capture the progress of your teaching
practice?

ANSWER : The WHLP and IMLP will help me capture the progress of my teaching practice.

3. Why is writing down your reflections an integral part of your Portfolio?

ANSWER : Through the act of collecting learning artifacts and compiling them into portfolios, teachers
should have an opportunity to reflect upon their experiences and see their own growth. Reflection is an
integral part of the learning process. It allows us to learn more about ourselves and how we learn, but it
also aids us in improving skills.
ACTIVITY 3 : Reflecting on Varied Evidences
to Complete my Portfolio