Republic of the Philippines

Department of Education
Schools Division of Tarlac Province
Concepcion West District
SAN FRANCISCO ELEMENTARY SCHOOL
S.Y 2020 -2021

Module 3A
LEARNING DELIVERY MODALITIES
COURSE2 (LDM2) FOR TEACHERS

Topic: Designing Instruction in the Different

Learning Delivery Modalities

GIRLIE P. PINEDA
Teacher I
 List of Targeted Learner Interventions
Learner Targeted Intervention
Group

Learners without parents or household member who Scheduled visitation at home following the protocols
can guide and support their learning at home
Ask the assistance of any member of the family
Beginning readers (K to 3) Watch online reading class.

Give additional reading modules for non readers which

Struggling readers (Grades 4-12) are picture-based

No access to devices and Internet Ask assistance of the LGU

Ask assistance of the LGU to help in handling the
Inaccessible (living in remote and/or unsafe areas) materials or being with them
Ask assistance of the LGU to help in handling the
Indigenous Peoples materials or being with them
Ask the member of the family or if visit the home to
Persons with Disabilities directly giving the materials.

Others? Specify.
 Learning Task for Distance Learning (DL)
Learning Delivery Modality (select one): ODL MDL T V/RBI BL
Grade Level and Learning Area: Grade Six-English
Lesson/Topic: World of Reality and Fantasy
Learning Objectives: Identify real or make-believe, fact or non-fact images
Learning Resources/Materials Needed: English Module Quarter 1 Week 1

Additional Remarks: (ex. can

be done via voice calls, can be
facilitated by a household partner,
can be done via a learning activity
Check if already sheet, can be presented via an
Part of Lesson / Learning present in the SLM internet- based resource, can
Tasks be facilitated during a synchronous
learning session, etc.)

Before the Lesson

1. Review previous lesson /

2. Clarify concepts from previous lesson /
3. Present warm-up activities to /
establish interest in new lesson
4. Check learner’s prior knowledge about /
the new lesson
5. Present connection between old and new /
lesson and establish purpose for new
lesson /
6. State lesson objectives as guide for
learners
Lesson Proper
1. Explain, model, demonstrate, 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’ understanding

After the Lesson

1. Wrap up activities /
2. Emphasize key information and /
concepts discussed
3. Ask learners to recall key activities /
and concepts discussed
4. Reinforce what teacher has taught /
5. Assess whether lesson has been mastered /
6. Transfer ideas and concepts to /
new situations
 Assessment Method in Distance Learning (DL)
Assessment How to Adapt the Assessment Method in DL
Method

Example: Short quiz I will send a three-item quiz via text message 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. Concept After the one-week lesson, to check if learning took place, I will give the
Mapping / important concepts from the particular lesson of the week. I will ask them to
Semantic write all their ideas that can be associated with the given concepts.
Webbing I can also make a map and I will let my pupils to write the correct word that
can be connected or associated with the given concepts.
This method can be given not only after the lesson but also before the lesson
to check the understanding of the pupils on that lesson
2. Memory Matrix I can ask my pupils to make their reflection regarding the lesson. Also, I can
give some information to pupils after the one week lesson and they will
organize those data according to what they remember in the lesson.

3. Quiz Show In a form of a game, I will prepare 5 questions daily as a quiz for my pupils
which will be sent in our group chat. The first to give the correct answers
within a specific given time will be declared the winner.
4. Summative As an assessment, every week upon the retrieval of the SLMs, I will give a
Test twenty-item test to my pupils which will be included in their portfolio. Constant
monitoring and guidance of the parents is really important. They will send
pictures showing evidences on how the pupils performed the activity.
5. Periodic Test This will be given to the pupils on a schedule mandated by the Department of
Education following the safety protocols suggested by the DOH and IATF.
 Weekly Home Learning Plan (WHLP)
Grade 6
Week 1 Quarter 1

Day and Time Learning Learning Learning Tasks Mode of Delivery

Area Competency
Preparation
MWF English Identify real or Three lessons covered Parents/guardian will
7:00-8:30 make-believe, by the module hand-in the output,
fact or non-fact 1. Lesson 1-Analyzing answers sheets,
images Figures of Speech worksheets and
October 5, (Hyperbole and Irony) notebook of the pupil
2020 2. Lesson 2-Inferrring to the teacher in
Meaning of Idiomatic school based on the
Expressions date and time
3. Identifying Real or scheduled.
Make-Believe Images
As the parent enter the
I. Read and understand school, strict implementation
the “WHAT I NEED of the minimum health
TO KNOW” part of the protocols will be followed as
module for this will give prescribed by the DOH and
you an idea of the skills IATF.
or competencies you are
expected to learn in the
module (page 1)

II. WHAT I KNOW

Read and understand the
statements very well.
Answer what is asked
by choosing your best
response. (page 2)

III. WHAT’S IN
YES OR NO
There are lots of things
that we are capable of
doing. In the next
activity, answer the
questions honestly.
(page 3)

IV. WHAT’S NEW

Read the comic strips
about Mona and Elsa.
(page 4)

V. WHAT IS IT
Read and understand the
definition and examples
of hyperbole and irony.
(page 5)
 VI. WHAT I HAVE
LEARNED
Hyperbole or hyperbolic
statements are
exaggerated statements
that are almost
impossible to believe
since they may never
happen or exist.
Irony or ironic
statements express ideas
or situations that are
opposite or in contrast
of what is expected to
happen or what is said
in mind. (page 6)

VII. WHAT I CAN DO

Read and analyze if the
statements express
exaggeration or ironic
ideas. Write the
sentences in the correct
column of the table
provided. (page 7)

VIII. ASSESSMENT
Analyze if the statement
is hyperbole or irony.
The underlined words
will help you decide on
your correct answer.
Draw a circle if you
think is a hyperbole and
a box if it is an irony.
(page 8)

IX. ADDITIONAL
ACTIVITIES
Read and understand the
short selection. Look
and underline the
hyperbolic sentences
and circle the ironic
sentences. (page 8)

October 7, I. WHAT’S IN
2020 Try and Guess
Look at the given
pictures below. Choose
the correct idiomatic
expression that best
describes the picture.
(page 9)
II. WHAT’S NEW
Read the poem “A
Mother’s Love” (page
10)

III. WHAT IS IT
Read and understand the
meaning of idiomatic
expressions or idiom
(page 11)
Read the commonly
used idioms and their
meanings (pages 12-13)

IV. WHAT’S MORE

Try to find the meaning
of the idioms by
inferring on how they
are used in context.
(page 13)

V. WHAT I HAVE
LEARNED
Idioms or idiomatic
expressions are phrases
which mean something
different from the
meanings expressed of
the words that are part
of it. (page 14)

VI. WHAT I CAN DO

Read with
understanding and infer
the meaning of the
idioms based on how
they are used in the
following sentences.
(page 14)

VII. ASSESSMENT
Examine how the
following idioms in
column A are used in
context. Infer its
meaning by
understanding the whole
sentence. (page 15)

VIII. ADDITIONAL
ACTIVITIES
The following selection
uses idiomatic
expressions. Infer the
meaning of idioms
based on how they are
 used in context. Match
your answer with the
correct letter. (page 16)
October 9, I. WHAT’S IN
2020 Fill in the blanks with
your most reasonable
answer that will
complete the sentence.
Choices are given after.
(page 17)

II. WHAT’S NEW

Read and understand the
story (page 18)

III. WHAT IS IT
Read and understand the
meaning and examples
of real and make-believe
images. (page 19)

IV. WHAT’S MORE

Using your knowledge
and experience, identify
the following images if
they are real or make-
believe. Provide your
answer by putting a √
mark for real and an x
mar for make-believe.
(page 20)

V. WHAT I HAVE
LEARNED
Recall ideas you have
learned and answer the
close test to come-up
with the correct
meaning of reality and
fantasy. (page 21)

VI. WHAT I CAN DO

Now you are ready to
apply what you have
learned about reality
and fantasy. Do this fun
activity. Think wisely,
use your
experience/knowledge
and do critical thinking
to correctly choose the
group of words that will
complete the following
sentences. (pages 21-22)

VII. ASSESSMENT
The following images
are named. Identify
whether they are real or
make-believe. (page 23)

VIII. ADDITIONAL
ACTIVITIES
Read the sentences. Do
you think they can
happen or exist in real
life? Write the word real
if they can and make-
believe if they cannot.
(page 24)
INDIVIDUAL LEARNING MONITORING PLAN
TEMPLATE
Learner’s Name: Rudolf A. Lorgonio
Grade Level: Six
Intervention Learner’s Status
Learning Learner’s Monitorin
Strategies Insignificant Significant
Area Needs g Date Mastery
Provided Progress Progress
English Give additional Oct 21, 2020 /
Struggling reading modules
readers for non readers
(Grades 4- which are
12) picture-based

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.

FORM 4: LAC ENGAGEMENT REPORT

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

NAME OF MEMBER: Girlie P. Pineda LAC SESSION ID.:

REGION: III DATE OF LAC SESSION: Sept. 9, 2020

DIVISION: TARLAC PROVINCE NUMBER OF LAC SESSION:

3

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:

none

2. I encountered the following problems or challenges:

Unstable internet connection

3. Other comments/suggestions:

Republic of the Philippines

Department of Education
Schools Division of Tarlac Province
Concepcion West District
SAN FRANCISCO ELEMENTARY SCHOOL
S.Y 2020 -2021
 Module 3B
LEARNING DELIVERY MODALITIES
COURSE2 (LDM2) FOR TEACHERS

Topic: Learning Resources

GIRLIE P. PINEDA
Teacher I

RAPID ASSESSMENT OF LEARNING RESOURCES (Non DepEd LR portals/platforms)

Is the LR Material... Cannot be

YES NO
determined
 1. Connected and relevant to the MELCs? /

2. Appropriate to the grade level and learner /

characteristics in terms of language, activities?

3. easy to reproduce and/or disseminate? /

4. from a credible source/author? /

5. culture- and gender-fair? /

6. free from red flags on possible copyright and /

plagiarism issues?

7. the layout and format easy to read and pleasing /

to the eyes?

Reflection Questions:
1. Was the material able to meet all the requirements?
Answer: yes
2. Were there any questions in the assessment tool where you answered “No” or “Cannot
Be Determined”? What decision will you make on the LR material? Why?
Answer: none
3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
Answer: None. The LR materials are well produced and prepared suited for the
needs of the learners in this pandemic. These are reliable source and the learners
will fully and easily understand the content of the modules.
4. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
Answer: It is my task to give what is due for my learners. I’ll choose the right
resources which are appropriate and suited for the learners’ level.

RAPID ASSESSMENT OF LEARNING RESOURCES (LR Materials that you have developed)
 Is the LR Material... Cannot be
YES NO
determined

1. Connected and relevant to the MELCs? /

2. Appropriate to the grade level and learner /

characteristics in terms of language, activities?

3. easy to reproduce and/or disseminate? /

4. from a credible source/author? /

5. culture- and gender-fair? /

6. free from red flags on possible copyright and /

plagiarism issues?

7. the layout and format easy to read and pleasing /

to the eyes?

Reflection Questions:
1. Was the material able to meet all the requirements?
Answer: yes
2. Were there any questions in the assessment tool where you answered “No” or “Cannot
Be Determined”? What decision will you make on the LR material? Why?
Answer: none
3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
Answer: none
4. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
Answer: This exercise served as rubric/checklist on how I will prepare the learning
resources for my pupils.