Study Notebook

Republic of the Philippines
Department of Education
Region IV-A CALABARZON
AMADEO NATIONAL
Amadeo National High School
HIGH SCHOOL
By-Pass Road, Brgy. 1, Amadeo, Cavite
EIFEL ANGELA MODULE 2: B. GANTE
Teacher I
MOST ESSENTIAL LEARNING COMPETENCIES
ACTIVITY 1
Answer the following reflective questions in your Study Notebook:
#PathwalktoLifelongLearning
Address: By-Pass Road, Brgy. 1 Amadeo, Cavite
Telephone No.: +63 46 483.3161
MODULE 1:
COURSE ORIENTATION
MODULE OBJECTIVE:
By the end of this Module, you will be able to:

1. Describe what this course is about
2. Manage the teaching-learning process in the modalities
MODULE CONTENT:
Lesson 1. Course Overview

Lesson 2. Organizing your Learning Action
Cell (LAC)
LAC Session 1
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Reflecting on
•
•
•
the Course
•
This course will help me to gain more

understanding about how the different modalities
will be implemented amidst the pandemic.
It will also help me to understand how important it

is to be well oriented ( strategies, feedbacking,
monitoring) in the teaching – learning
process in this new normal.
This course is indeed essential in this season that

we are facing the new normal school year.
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MODULE 2:
MOST ESSENTIAL LEARNING
COMPETENCIES(MELCs)
MODULE OBJECTIVE:

1. Explain the background and development of
the MELCs
2. Unpack the MELCs
3. Combine related competencies into learning
objectives.
MODULE CONTENT:
Lesson 1. Background, Rationale, and

Development of MELCs
Lesson 2. Unpacking and Combining MELCs into
Learning Objectives
LAC Session 2
MODULE 2
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MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)
ACTIVITY 1
1. The closure of schools around the world due to the global pandemic posed 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 these concerns could be solved by teachers alone? Why or why not?
The CoVid-19 pandemic has been a great challenge to the Department of Education (DepEd) especially to the
teachers in continuing learning without Face to Face and collaboration among learners. Therefore, DepEd narrowed
down the learning competencies to the most essentials. However, the greatest challenge is how teachers will cover
all the necessary learning in the New Normal way of teaching. It is expected that some students will encounter
difficulty in studying and answering questions without the guidance of the teacher. So in this time, collaboration
among stakeholders should be widely emphasized because teachers can’t do this alone.
2. Even prior to the spread of COVID-19 that eventually led to the closure of schools nationwide, the congested
curriculum has been a perennial problem of teachers (Andaya, 2018). 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?
Yes, I agree. The purpose of the curriculum is solely to achieve a higher standard of education and to
produce competitive learners. But due to the congested curriculum, we can’t achieve our goals. Students cant cope
up with the content standard sometimes it takes time to finish a full quarter subject with a limited time allotment.
ACTIVITY 2
Familiarize yourself with the course reading on the Development and Design of the MELCs. After going through the
document, provide a brief and concise response to the following guide questions. Write your answers in your Study
Notebook.
1. What are the general and specific purposes of the development of MELCs?
The MELC is developed to cope with the drastic change in the educational atmosphere due to COVID 19
pandemic. In addition, it is in response to UNESCO’s fourth sustainable development goal and that is to develop
resilient education systems, most especially during emergencies.
2. What is the difference between essential learning competencies and desirable learning competencies?
Essential learning competencies 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 necessary in building foundational skills.
3. How were the most essential learning competencies identified? What were the decisions made in order to
trim down the number of the essential learning competencies further?
At this time of the pandemic, the limited number of school days and the absence of face-to-face instructions
led to trimming down the number of the essential learning competencies. Through identifying according to the gaps,
issues, and concerns across learning areas and grade levels the MELC’s were identified. Also, the applicability to real-
life situations, the importance for students to acquire the competency after s/he left that particular grade level,
alignment with national, state, and/or local standards/ frameworks (e.g., scientifically- literate Filipinos), and
connection of the content to higher concepts across content areas were considered in identifying the MELC.
4. What is the importance of the MELCs in ensuring the delivery of quality instruction?
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The MELCs ensures delivery of quality instruction as it becomes the primary reference in determining and
implementing learning delivery approaches that are suited to the local context and diversity of learners while
adapting to the challenges posed by COVID-19.
ACTIVITY 3
Prepare a copy of your learning area’s original K-12 Curriculum Guide and a corresponding list of MELCs. Go
to the sections of the curriculum guide and MELCs that are relevant to your instructional needs. Copy and
accomplish the following table in your Study Notebook and compare the two documents to determine which
learning competencies were retained, dropped, or merged.
K TO 12 LEARNING MELCS
COMPETENCIES
MERGED/CLUSTERED Show appreciation for songs, poems Evaluate listening texts in terms of
and other listening texts (EN10LC- accuracy, validity, adequacy, and
Ih-14.3) relevance
Examine how spoken

communication may be repaired or
enhanced (EN10LC-Ii-21)
RETAINED Determine the effect of textual aids Determine the effect of textual aids
like advance organizers, titles, non- like advance organizers, titles, non-
linear illustrations, etc. on the linear illustrations, etc. on the
understanding of a text (EN10RC-Ia- understanding of a text

2.15.2)
DROPPED Use reflexive and intensive pronoun n/a
(EN10G-Ia-27)
ACTIVITY 4
In your LAC Session, discuss and share your answers to Activities 1-3 in this lesson. Discuss any questions about the
MELCs that need clarification as well. Share your thoughts and let your co-teachers articulate their insights regarding
your questions. Jot down all the insights shared in the discussion, including your own, in your Study Notebook.
Insights:
Analyzing and understanding the needs and characteristics of the learners including the alignment with the
National State and other local standards or framework are ways on determining the most essential learning
competencies (MELCs). The most essential learning competencies must be allocated with the real – life situation to
provide a life – long learning experiences despite of the situation that we are facing. It could have been retained,
merged, or dropped from the K12 learning competencies to be able to acquire the most essential learning
competencies
LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

ACTIVITY 1
Familiarize yourself with the course reading on Unpacking and Combining the MELCs. After reading the document,
provide a brief and concise response to the following guide questions in your Study Notebook:
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1. What is the importance of unpacking and combining the MELCs?

Unpacking and combining MELCs are essential to the planning of learning activities and addressing varying
students to implement our LCP more efficiently.
2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
The Most Essential Learning Competencies should be aligned with the content and performance standards of
all the learning areas. It should be based on the learning needs of the learners.
3. Do all the MELCs need to be unpacked or combined? Why or why not?

Yes, because learning objectives must be suitable to the learners at a given time and modalities.
ACTIVITY 2
1. Form a group of four members within your LAC, preferably with fellow teachers in your respective learning
area.
2. Using the curriculum guide and a list of the MELCs, choose MELCs in the first quarter and unpack these into
learning objectives.
3. Each team will present its unpacked learning objectives. Discussion and processing will follow each presentation.
Suggestions and insights from each group will be considered in enhancing the learning objectives.
Repeat the above process but instead of unpacking, each team will now combine at least two MELCs of their choice.
Group deliberation will be observed in order to arrive at a consensus. Discuss and jot down the synthesis of the
presentation to your study notebook
UNPACKING MELC
Sample MELC Learning Objectives
Use information from news reports, speeches, a. List the sources of information;
informative talks, panel discussions, etc. in everyday life b. Classify the sources of information; and
c. Interpret the information from news reports,
speeches, informative talks, or panel discussions.
Determine the effect of textual aids like advance a. Define the different textual aids;and
organizers, titles, non-linear illustrations, etc. on the b.Translate information from the linear and non-linear
understanding of a text. text and vice versa.
COMBINING MELC
Quarter Content Standard Performance Standard MELCs
1ST The learner demonstrates The learner composes a short Transcode information
understanding of how world but powerful persuasive text from linear to non-linear
literature and other text types using a variety of persuasive texts and vice versa
serve as ways of expressing and techniques and devices.
resolving personal conflicts, Explain illustrations from
also how to use strategies in linear to non-linear texts
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linking textual information, and vice versa

repairing, enhancing
communication Determine the effect of
public speaking, emphasis textual aids like advance
markers in persuasive texts, organizers, titles, non-
different forms of modals, linear illustrations, etc. on
reflexive and intensive the
pronouns. understanding of a text
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MODULE 3A:
DESIGNING INSTRUCTION IN THE
DIFFERENT LEARNING DELIVERY
MODALITIES
MODULE OBJECTIVE:
1. Differentiate between the learning delivery modalities prescribed by the LCP and between
the different types of distance learning modalities
2. Apply lesson design and assessment considerations for
distance learning in light of the COVID-19 crisis
3. Create a weekly home learning plan to guide your learners as they do Independent study at
home
4. Create an individual learning monitoring plan to keep track
of the progress of learners who lag behind in completing the
prescribed learning tasks.
MODULE CONTENT:
Lesson 1. Understanding the Different LDMs
Lesson 2. Designing Lessons and Assessments in the Different
LDMs
Lesson 3. Guiding and Monitoring Learners in the Different
LDMs
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LAC Session 3A
MODULE 3A
DESIGNING INSTRUCTION IN THE DIFFERENT LEARNING DELIVERY MODALITIES
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
ACTIVITY 1
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.
 Face to face
It refers to the learning modality where the teacher and the students are both physically
present in the classroom and there are opportunities for active engagement and feedback.
 Distance Learning
The learning modality where learning takes place between the teachers and the learners
who are remote from each other during instruction. It can be done through Online Distance Learning
(ODL), Modular Distance Learning (MDL),Television Based Instruction (TVBI), and Radio-Based
Instruction (RBI).
 Blended Learning -
It allows the combination of face to face and online distance learning (ODL), face-to-face and
modular distance learning (MDL), face-to-face and TV/Radio-based Instruction (RBI), and face-to-
face learning and a combination with two or more types of distance learning.
 Home Schooling
It is the learning modality where the students are given equal access to quality education
through a home based environment to be facilitated by parents, or guardians who have undergone
relevant training.
2. Which of the LDMs do not have an F2F learning component? Write down your answer in your Study Notebook.
Distance Learning and Homeschooling do not require F2F learning.
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.
RANKING Type of DL Why?

(1 to 5, from easiest to
hardest to implement)
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1 MDL It is the easiest since most of the students

have limited/no internet connection. The
school provides self-learning modules
(SLMs)/ activity sheets in print or digital
format/electronic copy. Learners work on
their own pace and time requiring minimal
supervision from teachers and adults.
Teachers may coordinate or seek help
from LGU or other stakeholders in the
community to monitor students' progress.
2 BDL The second easiest is any combination of
DL types (MDL and ODL, MDL and TVBI /
RBI, ODL and TVBI / RBI, and ODL, TVBI /
RBI, and MDL). The school can provide
modules and most students have one of
these devices (android phone,
tablet, desktop, laptop, TV, or Radio) that
can be used to monitor the progress of the
students.
3 ODL Most of the students have at least an
android phone, laptop, tablet, or desktop
however the stability of the internet
connection is the problem.
4 TVBI Difficult in preparing the lesson
5 RBI Only the audio medium for
communication
ACTIVITY 4: Targeted Interventions for Learners with Special Concerns
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 in DL. Listed below are some examples
which may be relevant to your context. Add others as appropriate. Write down your answers in your Study
Notebook and share your ideas at your next LAC Session.
LEARNER GROUP TARGETED INTERVENTION

Learners without parents Make a weekly supervisory plan for them and check their module and
or household member activity sheets.
who can guide and
support their learning at Establishing a chat support system to address possible queries.
home
Coordinate with the LGU for a representative who can be part of the
monitoring of the student's needs and progress.
Struggling readers Provide them sight words, flashcards and strategies that are catchy and
(Grades 4-12) suitable for their capability and locate the problem, and start there to
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create tools that will help them.
Set consultation time through online, call or text to raise questions on

lessons that re confusing to learners.
No access to devices and Provide handouts, printed modules and printed worksheets.
internet
TV and Radio aided instruction
Inaccessible – live in Modular Printed Module is suggested for Learning Delivery Modality.
remote and internet
Community coordination with the barangay officials
Indigenous People Local partnership with the community officials or possible stakeholder
partner.
Persons with Disabilities Parent or guardian as learning facilitator.

Technical assistance from teachers specializing in SPED and PWD
curriculum instruction.
Others? Specify
LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs
ACTIVITY 1
Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go through the document, write down
your answers to the following questions in your Study Notebook:
1. What is Lesson Designing or Lesson Planning?
Lesson designing or lesson planning is the process of determining what learning opportunities students in
school will have by planning “the content of instruction, selecting teaching materials, designing the learning activities
and grouping methods, and deciding on the pacing and allocation of instructional time” (Virginia Department of
Education, as cited in DepEd Order No.42, s. 2016).
2. Why is lesson designing important?

Lesson designing provides teachers with an opportunity for reflection on what learners need to learn, how
learners learn, and how best to facilitate the learning process. It helps teachers to carry out the lesson successfully.
3. What are the three elements or components of a well-designed lesson?

It has clearly articulated lesson objectives ,well-selected and logically sequenced presentation of learning
resources and activities to help learners meet the objectives and appropriate and timely assessment activities that
provide relevant information and feedback for both teachers and earners .
ACTIVITY 2
The second component of a well-designed lesson asks teachers to select and sequence teaching and learning
activities that would help learners meet the learning objectives. These learning tasks can be presented (1) before the
lesson, (2) during the lesson proper, and (3) after the lesson. In your Study Notebook, copy the following table:
Before the Lesson Lesson Proper After the Lesson

● Review and clarify concepts ● Provide learners with ● Wrap up activities
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and key points from feedback ● Emphasize key information

previous lessons ● Check for learner’s and concepts discussed
● State lesson objectives as understanding ● Assess whether lesson has
guide for learners ● Explain, been mastered
● Present connection model,demonstrate, and ● Transfer ideas and concepts
between old and new illustrate the concepts, to new situations
lesson and establish ideas, skills, or processes ● Ask learners to recall key
purpose for new lesson that students will eventually activities and concepts
● Check learner’s prior internalize discussed
knowledge about the new ● Help learners understand ● Reinforce what teacher has
lesson and master new taught
● Present warm-up activities information
to establish interest in new
lesson
ACTIVITY 3. REFLECTION
In the writing the DLL and DLP procedures must be aligned to the given objectives of the lesson using the
different learning materials and resources that could make the learning process meaningful and effective. On the
remarks teachers can identify whether the lesson must be taught again or must proceed to the next lesson. 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.
ACTIVITY 4
Learning Delivery Modality (select one): _ODL /MDL _T V/RBI _BL

Grade Level and Learning Area: Grade 10 English
Lesson/Topic: Textual Aids in Understanding Text
Learning Objectives: a. Define the different textual aids;and
b.Translate information from the linear and non-linear text and vice versa.
Learning Resources/Materials Needed: SLM, Activity sheets
Part of Lesson / Learning Tasks Check if already Additional Remarks:
present in the
SLM
Before the Lesson

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

household
illustrate the concepts, ideas, skills,
partner
or processes that students will
eventually internalize
2. Help learners understand and /

module, can be facilitated by a
master new information
household
3. Provide learners with feedback /
partner
4. Check for learners’ understanding /
household
partner

household
partner
After the Lesson
1. Wrap up activities / module
2. Emphasize key information and / module
concepts discussed
3. Ask learners to recall key activities / module
and concepts discussed
4. Reinforce what teacher has / module
taught
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5. Assess whether lesson has been / module
mastered
6. Transfer ideas and concepts to / module
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?
Create printed materials that would supplement the missing learning tasks in the SLMs.
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?
Providing additional learning resources like activity sheets/worksheets and constant communication with the
parents/guardians for proper instructions and monitoring.
3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify current and
future lessons?
In MDL, the only way is to retrieve the modules and additional activity sheets/worksheets/outputs for
checking. Teachers may also set up a communication procedure with the parents/guardians for the feedbacks ,
comments, and suggestions.
ACTIVITY 5
Assessment is always a part of designing instruction. Read the DO 8, s2015 on Policy Guidelines on Classroom
Assessment to learn about assessment. In the policy, you will find out about the two types of assessment: formative
and summative. Take note of the similarities and differences between the two. Write your answers in a Venn
diagram.
Formative assessment Summative Assessment
Learners may be assessed

Assessment FOR learning: individually or collaboratively Assessment OF learning:
To make adjustment in the lesson To measure if the students

Should promote self reflection meet the performance and
and personal accountability
Maybe integrated in all parts of among students about their own content standards
learning
the lesson: before the lesson,
the lesson proper, and after Done after the lesson/end of a quarter
May be a written work or
the lesson performance tasks
Results enable teachers to describe
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ACTIVITY 6
Which assessment methods can you adapt in DL considering the content area that you are teaching? In your study
notebook, recreate the following table and list five methods that you would like to try. For each one, write how you
plan to use it in DL
Assessment Method How to adopt assessment method in DL
Games Use interactive games to catch the students’ attention
Self - assessment soft copy of checklist for them to monitor and assess themselves.
Short quiz Using google form and websites like Quizizz and Kahoot
Essay type assessment Send rubrics of the essay or through google form
Product-Based Assessment The students will submit a portfolio about what they have learned for
the whole quarter.
ACTIVITY 7
QUESTIONS TRUE FALSE

1. A portfolio displays the academic achievements of the learner /
2. Testimonies of parents/guardian 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 sharing program or they may /
submit the actual softcopies of their work saved on a CD/DVD/USB flash drive
7. Portfolio of DL learners with outputs in hard copies or physical forms may be handled over /
the teacher by the parents or learning facilitator
LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

ACTIVITY 1
1. These are the knowledge, understanding, skills, and attitudes that learners need to demonstrate in every lesson
and/or learning task.
Answer: C.learning competencies
2. These are the formative learning opportunities given to learners to engage them in the subject matter and to
enhance their understanding of the content.
Answer: D. learning task
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3. This refers to the prescribed subjects that learners take.

Answer: A. learning area
4. This refers to the method of submission of learning outputs preferred by the learner/parent based on their
context.
Answer: B. mode of delivery
ACTIVITY 2. Sample Weekly Home Learning Plan for Modular Learning
WEEKLY HOME LEARNING PLAN

Grade 10
Week 1 Quarter 1
Day & Time Learning Area Learning Learning Tasks Mode of Delivery
Competency/ MELC
Tuesday English 10 Get information that ● Task 1:Assess yourself Send outputs to
7:00-8:00 can be used in as to how you Google
everyday life from personally deal with classroom
news reports, information you account
speeches, encounter. (p.6) provided by the
informative talks, teacher or any
panel discussions, ● Learning Task 2: (p.6) other platform
etc. Identify the sources recommended
of information by the school.
according to these
three categories:
-Primary Have the parent
-Secondary hand-in the
-Tertiary output to the
teacher in
school.
8:00-9:00 English 10 Get information that ● Learning Task 3: Read

can be used in the news report
everyday life from published by GMA
news reports, News Online.(p.6-7)
speeches, - What is the news all
informative talks, about?
panel discussions, - Who is allowed to
etc. attend the event?
- Why are individuals
expected to attend
the event not
allowed to attend at
the Batasang
Pambansa?
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● Read and learn about

the sources of
Information
-Primary
-Secondary
-Tertiary
● Task 3.1
- Classify the
materials listed
below whether it is a
primary or a
secondary source of
information.
(https://docs.google
.com/document/d/1
NWn0Qr0Kn98py0Q
1XRszn0tGR5jCfuCjb
OFsgEHQjzc/edit?
usp=sharing)
Wednesday Get information that

1:00-2:00 can be used in ● Learning Task 4: Read
everyday life from
the Gettysburg Address
news reports,
speeches, and answer the
informative talks, questions about it.
panel discussions, (p. 8)
etc.
● Learning Task 5: Discuss
the information that a
dictionary provides. (p.)
Wednesday Get information that ● Learning Task 6: Giving

2:00-3:00 can be used in examples of Primary,
everyday life from Secondary and Tertiary
news reports, Sources of Information.
speeches, (p.9)
informative talks,
panel discussions, ● Learning Task 7: Get a
etc. copy of a news article
and do the following:
- Make an analysis of
significant
information
- Write a 5-sentence
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summary
(https://docs.google
.com/document/d/1
NWn0Qr0Kn98py0Q
1XRszn0tGR5jCfuCjb
OFsgEHQjzc/edit?
usp=sharing)
Friday Self-Assessment Task a; Portfolio Preparation e.g. Reflective Journal
ACTIVITY 3
Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-2020-00162. After you read the guidelines on
creating an ILMP, copy and fill out the table below in your Study Notebook to see how the ILMP differs from the
WHLP.
WEEKLY HOME LEARNING PLAN INDIVIDUAL MONITORING PLAN

Purpose A tool used to guide the learners and household A tool used to monitor the student’s
partners/learning facilitators in tracking the needs and progress.
subject areas to be tackled and activities to
perform at home
For Whom? Learners and household partners Teacher and household partner
Components Learning area, learning competencies, learning Learning area, Learner’s status,
task and mode of delivery learner’s need, intervention strategies
Has to be Yes Yes

communicated to
parents?
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INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE
Learner’s Name: John Cedrick Sayuno

Grade Level: 10
Learning Learner’s Intervention Monitoring Learner’s Status
Area Needs Strategies Date
Insignificant Significant Mastery
Provided
Progress Progress
English Printed To prepare and October /
Module / provide learning 16, 2020
Activity materials ,
Sheet supplementary
reading for
comprehension
Intervention Learner is not making significant progress in a timely manner. Intervention strategies need
Status to be revised.
The learner is making significant progress. Continue with the learning plan.
Learner has reached mastery of the competencies in the learning plan.
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MODULE 3B:
LEARNING RESOURCES
MODULE OBJECTIVE:

1. Associate learning resources (LRs) with specific learning modalities
2. Access resources from online portals such as DepEd Commons and LR Portal of the
3. Explain the importance of using quality assured LRs
MODULE CONTENT:
Lesson 1. Learning Resource Maps for Distance Learning

Lesson 2. Accessing Learning Resources from DepEd Portals
Lesson 3. Assessing the LR Materials
MODULE 3B
LEARNING RESOURCES
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LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING
ACTIVITY 1
1. Based on the map, what resources should you have in order to implement the LDM adopted by your
School/Division?
Amadeo National High School adopted Modular distance learning. Hence, printed self-learning materials
and activity sheets are the resources that we are going to utilize.
2. Do you have the complete resources for the Distance LDM needed in class? If the LRs are not complete or not
available, what steps will you take to make these available? What are your options to substitute these missing LRs?
The school is now in the process of reviewing the SLMs provided to us. But teachers are already utilizing the
use of LR Portals like LRMDS and DepEd Commons to find useful and effective LRs to supplement the SLMs if need
be.
3. What support will you need to maximize the use of the two DepEd-sanctioned LR Portals? From whom can you get
this support?
A good and stable internet connection is a primary need in accessing these online portals. A support group
to ensure the quality and appropriateness of the LRs should be established. I will get the support from my fellow
educators and the technical support from out ICT coordinator.
4. Based on your evaluation of the materials, are they appropriate to the level and characteristics of learners? Are
there learners who might be disadvantaged by the materials (based on reading ability, level of learning,
iindependence, level of household support, distance)? What adjustments will you make in terms of the LRs?
The resources are appropriate to the different levels of our learners. These resources are in editable formats
so improving or adjusting it to meet the needs of all learners should be easy.
ACTIVITY 2
In your LAC Session, share and discuss your answers from the previous activity. What support can you provide to
your colleagues and what support can you get from them in terms of LRs? Take note of the insights that you can
gather from your colleagues and write them in your Study Notebook.
I will help and support each other in using the Learning Resources portals, through sharing and providing
technical assistance.
LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS
ACTIVITY 1
Explore the Portals. In your Study Notebook, answer the following questions:
1. Given the LDM adopted in your School, how can the two DepEd portals respond to your LR needs and those of
your learners’? How do they complement the LRs that you already have?
These portals provide supplementary materials to our SLMs that we can download, to improve and adjust to
meet the needs of all our learners. It gives a variety of learning activities to complement the existing LRs I have
prepared.
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2. What are the challenges in accessing the LRs in the portals both for you and your learners? How will you overcome
these challenges?
The biggest challenge in accessing these portals is a poor or very slow internet connection. The alternative
way is to find some place where the signal reception is better.
3. What support will you need to be able to maximize the use of the LR Portals? From whom can you get this
support?
A good and stable internet connection is a primary need in accessing these online portals. A support group
to ensure the quality and appropriateness of the LRs should be established. I will get the support from my fellow
educators and the technical support from out ICT coordinator.
LESSON 3: ASSESSING THE LR MATERIALS
ACTIVITY 1
Study the LR Rapid Assessment Tool. Download an LR from either DepEd Commons or LRMDS Portal and assess the
material using the tool. Answer the following questions in your Study Notebook:
DepEd Portal: CONTEXTUALIZED TEACHER RESOURCE IN ENGLISH 10 “THE LAST LEAF” by O. HENRY
Is the LR Material..... YES NO CANNOT BE

DETERMINED
Connected and relevant to the MELC? /
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 on red flags on possible copyright and plagiarism issues? /
the layout and format easy to read and pleasing to the eyes? /
1. Was the material able to meet all the requirements?

Yes, the downloaded LR material has the basic standards required to deliver the MELCs.
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?
The evaluation method has achieved the quality and reliability of the activities to manipulate and optimize
the use of the LR portal.
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3. Are there other aspects of the material not covered by the tool but still need to be assessed? Specify which
aspect/s.
The learning material covered the lesson but requires some description and terminology to achieve the best
understanding of the concepts.
4. How does this exercise help you in picking the right and appropriate LRs for your lesson and your learners?
Understanding the management of this LR Portals, this gives me the confidence and motivation to look for
the most appropriate learning resources to my learners.
ACTIVITY 2
Explore other non-DepEd LR portals/platforms you can find online. Take note of the portals in your Study Notebook.
Download at least one LR from each portal. Assess the materials using the same tool and answer the following
questions in your Study Notebook:
RAPID ASSESSMENT OF LEARNING RESOURCES (Non DepEd)

DETERMINED



1. Based on the Assessment Tool, how does the material from a non-DepEd Portal compare with the LR from the
DepEd Portal?
The resources are not quality assured and only provide minimal support to attain the learning objectives for
the students.
2. Based on the results of the Assessment Tool, what improvements do the materials — both from DepEd and
Non DepEd portals — still need?
A more precise and easier to follow instructions can be developed. Upload more additional resources to
meet allthe learners’ needs and levels of understanding.
3. How does this exercise help you in picking the right and appropriate LRs for your lesson and your learners?
Understanding the management of this LR Portals, this gives me the confidence and motivation to look for
the most appropriate learning resources to my learners.
ACTIVITY 3
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Choose one of the LR materials that you have developed. Assess this material using the same tool. Answer the
following questions in Your Study Notebook:
RAPID ASSESSMENT OF LEARNING RESOURCES (LR that I have developed)

DETERMINED



1. How does your material compare with the ones that are obtained from the online portals?
The material needs more precision and quality assurance.
2. What improvements do you still need to make in your developed material?

The complexity of contents to meet the learning needs of my students.
MODULE 4:
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PLANNING FOR CONTINUING

PROFESSIONAL DEVELOPMENT AND
LAC PLANNING
MODULE OBJECTIVE:

1. Carry out your plan for your continuing PD
2. Discuss the different PD initiatives/programs related to the LDMs that are available to
you, either provided by DepEd or by non-DepEd learning
service providers (LSPs)
3. Develop a PD plan including the Learning Action Plan
4. Commit to your professional growth and development
MODULE CONTENT:
Lesson 1: Reflecting on Professional Life and Development

Lesson 2: Planning for the Continuing Professional Development
and Participation in the LAC
LAC Session 4
MODULE 4
PLANNING FOR CONTINUING PROFESSIONAL DEVELOPMENT AND LAC PLANNING
LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT
ACTIVITY 1
Assess your current capabilities and skills using the Professional Self-Assessment Questionnaire
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ITEMS STRONGL AGREE DISAGRE STRONGLY

Y AGREE E DISAGREE
I can use the modality with ease. /
I can confidently use the platform in 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 2
Revisit the Philippine Professional Standards for Teachers (PPST) found in the LDM2 Course Overview. Reflect on your
self-assessment from Activity 1. What particular professional standards in the PPST do you need to focus on to
effectively use the LDMs in relation to the content and pedagogy of the learning area/s you are teaching? Write your
answer and other insights in your Study Notebook.
The professional standards in the PPST that we need to focus to effectively use the LDMs in relation to the content and
pedagogy of the learning and teaching process are to applied knowledge of content with in and across curriculum teaching areas
and participated collegial discussion that use teacher and learner feedback to enrich teaching practice.
Domain No. 1 which is about content knowledge and pedagogy for the improvement of my teaching skills
and capabilities. Strengthening my community linkages is also one that I need to focus on.
ACTIVITY 3
Answer the following questions by constructing and filling out the table in your Study Notebook. How do you envision
your teaching practice in the next few months as you use the LDM adopted by your School? What is your goal in
terms of your teaching practices in the modalities? What motivates you to achieve this goal? What do you think will
help you attain this goal?
What is your goal toward improving your What will push you to achieve this What will help you attain this
teaching practices in the modalities? goal?
Deeper my understanding and Equip myself with all the changes Consistent collaboration from my
reflecting to the things I need in including the platforms to be used fellow educators and continuous
preparation for the opening of and the modalities adoped by my learning to provide quality
classes. school. education amid this crisis. In
addition, webinars can also help.
Provide quality education and deliver Provide different learning instruction Collaborative effort with the
instruction to all learners applicable to different learning parents and community.
modalities Availability of different ;learning
resources
LESSON 2: PLANNING FOR THE CONTINUING PROFESSIONAL DEVELOPMENT AND PARTICIPATION IN THE
LAC
ACTIVITY 1
Accomplish the Individual Development Plan Template by referring from your output in Lesson 1 Activity 3 of this
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Module.
Strength Developmental Action Plan Timeline Resources

Needs (Recommended Developmental Intervention) Needed
Learning Objective of Intervention
the PD Program
Focusing teaching and Make the best Making Lesson plans Attend orientation Year School
learning lesson for the new align with the MELCs about MELCs, LAC round funds
normal class session discussing
MELC based lesson
plan
Using a range of Evaluate the use Model a comprehensive Study or search new Year - Internet
teaching strategies and development selection of effective strategies to be used round webinars
that enhance learner of teaching teaching strategies that in this new normal
achievement in literacy strategies that promote learner and in different
and numeracy skills. promote learner achievement in literacy modalities.
achievement in and numeracy skills.
literacy and
numeracy skills.
ACTIVITY 2
Refer to your PD objectives and decide on what topics you would like to talk about in your School LAC. Use the PD
Discussion Template in your discussion.
PROFESSIONAL DEVELOPMENT OF OBJECTIVES RELATED SPECIFIC TOPICS

TO THE MODALITIES
Making WHLPs align with the MELCs MELC, unpacking, combining
Application of the assessment tool in choosing learning Learning resources, LRMDS, DepEd Commons
resources for the SLMs
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MODULE 5:
BUILDING THE TEACHING
PORTFOLIO RELATED TO THE
IMPLEMENTATION OF THE
MODALITIES
MODULE OBJECTIVE:

1. List down the evidence of LDM implementation
2. Plan for how to make sure that you will be able to relate these evidences to your
professional practice based on the professional standards
MODULE CONTENT:
Lesson 1 - The Teaching Portfolio and Its Contents

Lesson 2 - The Evaluation Rubric
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MODULE 5
BUILDING THE TEACHING PORTFOLIO RELATED TO THE IMPLEMENTATION OF THE MODALITIES
LESSON 1: THE TEACHING PORTFOLIO AND ITS CONTENTS

ACTIVITY 1
Before you begin to prepare building your Portfolio, you need to make sure that you have completed all the outputs
for this course. Go over the list found in LDM2 Guide for Expected Outputs and find out whether you have completed
all the outputs required for Modules 1-4 of this course.
Submit the completed outputs to your designated Coach for final evaluation. Keep a copy of all your outputs for your
own records.
MODULE Expected Outputs (to be submitted to LAC Leaders)
Module 1 No outputs for submission

Course Orientation
Module 2 Individual/ LAC Group Presentation on Unpacking of a Sample MELC
MELCs
Module 3A  List of targeted learner intervention

Lesson Design and Assessment  Learning tasks for DL
 Assessment methods in DL
 Weekly Home Learning Plan for 1 subject
 Individual Learning Monitoring Plan for a student who lags behind
in completing the learning tasks
 LAC 3 Teacher Engagement Report (Optional if LAC Session was
conducted)
 LAC 3 Session Report (Optional if LAC Session was conducted)
Module 3B Two (2) accomplished LR Rapid Assessment Tools with reflections

Learning Resources
Module 4 Finalized LDM Individual Development Plan (produced after discussion

PD and LAC Planning during LAC
ACTIVITY 2
Study the Reading on Portfolios from the Glossary of Education Reform. Based on your reading, reflect on the
following questions and jot down your answers in your Study Notebook:
1. How will your Portfolio help you in tracking the progress of your teaching practice in your School’s LDM?
Telephone No.: +63 46 483.3161
Portfolios are intended to evaluate learning progress and achievement in a specific course, by
completing my portfolio in LAC sessions about LDMs I am now ready for the challenge of the new normal in
education. It will clearly show my improvements as well as the problems I will meet and it will guide me to
keep on the right track.
2. What evidence from the previous modules will help capture the progress of your teaching practice?
I had learned in Module 4 the making of individual development plan through this I can now assess
my weakness and strengths in terms of my teaching practices. One of the best example is analyzing to what
domain do I need to focus more and make a development plan.
3. Why is writing down your reflections an integral part of your Portfolio?

In every work or task given, one must have a reflection. It is an integral part because in the reflection we can
pour out our ideas, analysis, comments/suggestions about the particular task which can be a road to change
or improvement.
ACTIVITY 3
Familiarize yourself with the List of Suggested Evidence Form. Is the list of evidence enough to capture the progress
of your teaching practice? What other evidence can you think of that is relevant to the LDM adopted by your School?
Write down your answers and other insights in your Study Notebook.
ACTIVITIES TIMELINE OUTPUT/S
Documentation of Lesson Delivery August to November At least 2 recorded lessons

(online learning)
Or
Researching and Incorporating August to November Lesson Plans (at least 2 per
Teaching Strategies in the Modalities month)
Participation in recognized PDs that are August to November Certification of Participation with
aligned with their Professional Goals PD credit units
anchored on Philippine Professional
Standards for Teachers (PPST)
Organizing the Professional Portfolio December Professional Portfolio
Submission of Portfolio to Coach/es December Certificate of Submission
Co-Learning with Peers and Coach/es At least once a month starting Video Recording
September 2020
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LESSON 2: THE EVALUATION RUBRIC

ACTIVITY 1
Study the criteria and indicators found in the Evaluation Rubric. What steps will you take to ensure that you are able
to hit the criteria in the Rubric? Write down your answers and any other thoughts about the Rubric in your Study
Notebook.
In order to be successful in making the portfolio I must consider first the Demonstration progress of the LDM
implementation which is 30% in the rubrics. The outputs that I produce should be aligned with the professional
standards of DepEd.
ACTIVITY 2
Discuss and share your thoughts on the Rubric in your LAC Session. Present your steps to make your outputs and
Portfolio responsive to the evaluation criteria and indicators. Take note of your colleagues’ other insights as well.
The members of Dagohoy 15 agreed to have a uniform template of the portfolio. After each session, we do
the activities and ouput while still fresh in mind what has been learned so that we can thoroughly reflect and share
insights. Then, the attachement of the accomplished output in the assigned template of the portfolio.
CRITERIA EXCELLENT VERY SATISFACTOR MARGINAL (2) UNSATISFACT

SATISFACTORY Y (3) ORY (1)
(5) (4)
DEMONSTRATIO The outputs clearly The outputs The outputs The outputs The outputs do
N OF PROGRESS and adequately adequately captured reflect to a big reflect to a not show the
OF THE LDM captured the progress the progress of the extent the limited extent the progress of the
IMPLEMENTATI of the implementation implementation of progress of the progress of the LDM
ON (30%) of the LDM, showing the LDM LDM LDM implementation
innovations that implementation implementation
contribute to its
smooth
implementation
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(5) (4)
QUALITY OF Reflection describes Reflection describes Reflection Reflection Reflection

REFLECTION the experience in the the experience in the describes the describes the describes
(25%) LDM implementation, LDM experience and experience in the experience in the
shows in-depth implementation, relates them to implementation implementation
analysis and synthesis, shows some analysis, the professional of the LDM with of the LDM with
and excellently relates and relates it to the standards and limited attempt no attempt to
it to the professional professional personal to relate it to the relate it to the
standards and to standards and to development professional professional
professional and professional and goals standards and standards and
personal development personal personal personal
goals development goals development development
goals goals
DEMONSTRATIO The outputs clearly The outputs clearly The outputs The outputs The outputs do
N OF demonstrate 5 or more demonstrate 4 clearly clearly not demonstrate
PROFESSIONAL indicators of relevant indicators of relevant demonstrate 3 demonstrate the any indicator in
STANDARDS strands in professional strands in indicators of 2 indicators of the professional
(20%) standards professional relevant strands relevant strands standards
standards in professional in professional
standards standards
LANGUAGE AND The ideas are The ideas are The ideas are The ideas are The ideas are
OVERALL expressed in clear, expressed in clear expressed well expressed using jumbled and
PRESENTATION coherent, and language with very but with very basic words difficult to
OF THE OUTPUT appropriately- worded minimal errors in incoherence in and structure understand;
(15%) language with no structure and/or some areas and with incoherence errors in structure
errors in structure writing conventions few errors in in many areas and writing
and/or writing structure and/or and several conventions are
conventions writing errors in found almost
conventions structure and/or everywhere in the
writing output
conventions
ORGANIZATION The portfolio is The portfolio is The portfolio is The portfolio has The portfolio
OF PORTFOLIO logically organized, is logically organized generally well- 3-4 items not does not follow a
(5%) insightful, and offers organized with 1- well placed in the logical order
new perspective and 2 items not well overall
insights placed in the organization
overall
organization
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(5) (4)
TIMELINESS The output/s is/are The output/s is/are The output/s The output/s The output/s
(5%) submitted more than 3 submitted 1-2 days is/are submitted is/are submitted is/are submitted
days ahead of the before the deadline on the day of the 1-3 days after the more than 3 days
deadline deadline deadline after the deadline
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Republic of the Philippines

EIFEL ANGELA MODULE 2: B. GANTE

Answer the following reflective questions in your Study Notebook:

By the end of this Module, you will be able to:

Lesson 1. Course Overview

This course will help me to gain more

It will also help me to understand how important it

This course is indeed essential in this season that

By the end of this Module, you will be able to:

Lesson 1. Background, Rationale, and

MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

Examine how spoken

understanding of a text (EN10RC-Ia- understanding of a text

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

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

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

Sample MELC Learning Objectives

Quarter Content Standard Performance Standard MELCs

linking textual information, and vice versa

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

RANKING Type of DL Why?

1 MDL It is the easiest since most of the students

ACTIVITY 4: Targeted Interventions for Learners with Special Concerns

LEARNER GROUP TARGETED INTERVENTION

create tools that will help them.

Set consultation time through online, call or text to raise questions on

Persons with Disabilities Parent or guardian as learning facilitator.

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

2. Why is lesson designing important?

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

Before the Lesson Lesson Proper After the Lesson

and key points from feedback ● Emphasize key information

Learning Delivery Modality (select one): _ODL /MDL _T V/RBI _BL

Before the Lesson

2. Clarify concepts from previous / module

3. Present warm-up activities to / module

establish interest in new lesson

4. Check learner’s prior knowledge / module

about the new lesson

5. Present connection between old / module

and new lesson and establish

purpose for new lesson

6. State lesson objectives as guide / module

1. Explain, model, demonstrate, and / module, can be facilitated by a

2. Help learners understand and /

module, can be facilitated by a

1. Wrap up activities / module

2. Emphasize key information and / module

3. Ask learners to recall key activities / module

and concepts discussed

4. Reinforce what teacher has / module

5. Assess whether lesson has been / module

6. Transfer ideas and concepts to / module

Answer the following questions in your Study Notebook:

Formative assessment Summative Assessment

Learners may be assessed

To make adjustment in the lesson To measure if the students

QUESTIONS TRUE FALSE

2. Testimonies of parents/guardian and learning facilitators regarding the learner’s progress /

3.There is a fixed list of items that should be included in a portfolio /

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

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

ACTIVITY 2. Sample Weekly Home Learning Plan for Modular Learning