Republic of the Philippines

Department of Education
Region XIII-CARAGA Region
Schools Division of Tandag City
Tandag III District
TANDAG CENTRAL ELEMENTARY SCHOOL

My Study Notebook
Name : GWENDOLYN Q. EBORDE, LPT

Course : LDM 2 (Learning Delivery Modalities for Teachers)

Date : September 16, 2020

Module 2 MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

 Lesson 1 (BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS)

ACTIVITY 1

Answer the following reflective questions in your Study Notebook:

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?

Insight: This pandemic has been a great challenge to us teachers and to the whole
Department of Education entirely. As we faced this new normal of learning, we
cannot deny that the greatest challenges as a teacher today is the “distance or the
remote learning” of the students at this time of pandemic and how we can deliver a
quality education to them. As a grade 1 teacher, I may also have these uncertainties of
delivering a quality education from my learners. I also think how will I going to
teach, assess and monitor my young learners to read and write without my help. When
we all know that some learners might even encounter difficulty when facing teacher
at school, how much more if they answer the questions and study the lessons at home
without a teacher to help and guide them through. So with this time, collaboration
among stakeholders – teachers, parents and etc. should be widely emphasized because
teachers cannot do this alone without everyone’s help. As a saying goes, “no man is
an island” therefore no one is self-sufficient enough to do the task considering this
time of pandemic and everyone relies on others to help our learners constantly.

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 ACTIVITY 1

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?

Insight: Yes, I certainly agree to this statement. Teachers know that the purpose for
the curriculum is solely to achieve a higher standard education and to produce a
globally competitive learner but due to its congested nature, students cannot cope up
with it. Teachers will have a hard time finishing the topic at the end of the quarter
with such limited time allotted for the teaching-learning process and due to
overlapping of activities or events in school or may be other teacher set some other
priorities aside from giving the lesson to the learners.

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?
Insight: The MELC is made to allow students to advance based on their ability to
master a certain skill or competency at their own pace of learning regardless of
environment. This method is tailored to meet different learning abilities and can
lead to more efficient student’s outcomes.
2. How does curriculum review aid in the identification of essential learning
competencies?
Insight: This process will enable teachers to plan effectively and ultimately save
us time to focus on our students. Not only will have a deeper understanding of the
standards we teach, but our students will be more engaged in their learning.

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 ACTIVITY 2

3. What is the difference between essential learning competencies and desirable

learning competencies?
Insight: Essential learning competencies are defined as what the student’s needs
considered important and focused in the teaching-learning process to building
skills and equip learners for subsequent grade levels and constantly nurture a
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 of the learners.

4. 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?

Insight: The competencies were identified according to the gaps, issues and
concerns across learning areas and grade levels. The decisions were made due to
the limited number of school days allotment at this time of pandemic and should
be based solely on the application to real-life situation.

5. What is the importance of the MELCs in ensuring the delivery of quality

instruction?

Insight: MELCs are made aligned with the national and local standards,
applicable to the real-life situation and are the most essential competencies that
the students expected to learn in the setting of pandemic other than through formal
education that is why this is very important in delivering the quality education.

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ACTIVITY 3

Prepare a copy of your learning area’s original K-12 Curriculum Guide and
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.

DECISION K TO 12 LEARNING MELCs

COMPETENCIES

- Talk about oneself and one’s - Talk about oneself

personal experiences (family, pet, and one’s personal
favorite food) MT1OL-Ia-i-1.1 experiences using
MERGED/ - Use appropriate expressions appropriate
CLUSTERED orally to introduce a. Oneself b. expressions (family,
Family c. Friends d. Others pet, favorite, toys,
MT1GA-Ia-e-1.1 etc.)
- Use vocabulary referring to: -
Animals, Objects, Musical
Instruments and Environment
- Participate actively during story
RETAINED reading by making comments and
asking questions using complete
sentences. MT2OL-Ia-6.2.1
- Express individual choices and
DROPPED taste for texts. MT2ATR-Ia-c-
5.1

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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.

Insight: During our LAC Session, we discussed and shared our insights on the
background, rationale and development of MELCs and we end up of agreeing from one’s
other ideas since all of us were already been oriented on the said MELCs.

 Lesson 2 UNPACKING AND COMBINING MELCS INTO LEARNING

OBJECTIVES

ACTIVITY 1

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

Insight: We need to unpacked MELCS to help us systematize learning activities and
effectively address the varying needs of learners and the challenges of instructional
deliveries.

2. What considerations must be taken in unpacking and combining the MELCs?

Explain each.

Insight: In unpacking MELCs we must consider the following:

 Alignment on the Content and Performance Standards

 The MELCS are not departure from the standard-based design. We must consider
this to achieve a quality teaching output.
 Prerequisite knowledge and skills - curriculum objective must be hierarchy.
Mastering Fundamental knowledge is a must before going to the other level of
learning.
 Logical sequence of learning objectives
 We can’t give a better learning idea to our students if our objective is not logical
sequence. Planning what are the most important objective is key frame in
achieving better understanding of our learner.

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

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

Insight: The teacher may unpack or combined the MELCS depends on sequence of
the lesson, the progress and needs of learners as long as the content and standard will
be achieved.

ACTIVITY 2

1. Form a group of four members within your LAC, preferably with fellow teacher's
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.

Learning Area: MTB-MLE 1

MELC UNPACKED LEARNING OBJECTIVES

Knowing
MT1OL-Ib- c-3.1 1. Determine the common expression and polite
greetings in different conversation.
Understanding
Use common expressions and 2. Use appropriately the common expressions and
polite greetings. polite greetings in a certain situation.
Doing
3. Demonstrate the importance of using common
expression and polite greetings in an engaging
activity.

3. Each team will present their unpacked learning objectives.

 Discussion and processing will follow each presentation. Suggestions and insights
from each group will be considered in enhancing the learning objectives.

ACTIVITY 3

Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of
your outputs.

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 Unpacked MELC’s in MTB-MLE for Quarter 1

Subject: _MOTHER TONGUE

Grade: 1
Time Allotment: 50 MINUTES

QUARTER MOST ESSENTIAL LEARNING WEEK DAY OBJECTIVES

COMPETENCIES (MELC)
Ang Mga bata ay inaasahang…
Q1 MT1OL-Ia- i-1.1 1 1 Talk about oneself and one’s
Talk about oneself and one’s personal personal experiences using
experiences using appropriate appropriate expressions
expressions (family, pet, favorite
food, personal experiences (friends,
favorite toys, etc.)
Q1 MT1BPK- Ia-c-1.1 Use terms referring to conventions
Use the terms referring to 2 of print in front and back cover.
conventions of print: Use terms referring to conventions
- front and back cover 3 in the beginning, ending, title page.
- beginning, ending, title page
Use terms referring to conventions
- author and illustrator 4 of authors and illustrators.
Q1 MT1F-Ic- IVa-i-1.1 Read Grade 1 level words, phrases
Read Grade 1 level words, phrases and sentences with appropriate
5
and sentences with appropriate speed and accuracy
speed and accuracy
Q1 MT1PA-Ib- i-1.1 2 Identify rhyming words in nursery
Identify rhyming words in nursery 1 rhymes, songs and jingles.
rhymes, songs, jingles, poems, and
Identify rhyming words in poems
chants 2 and chants.
Q1 MT1PWR- Ib-i-1.1 Give the name and sound of each
Give the name and sound of each letter 3
letter
Q1 MT1C-Ib- f-1.1 Express ideas through a variety of
Express ideas through a variety of symbols
4
symbols (e.g. drawings and invented
spelling)
Q1 MT1LC-Ib- 1.1 Note important details in grade
Note important details in grade level level narrative texts listened to
narrative texts listened to:
1. character 5
2. setting
3. events

Q1 MT1OL-Ib- c-3.1 3 Use common expressions and polite

Use common expressions and polite 1 greetings
greetings
Q1 MT1PA-Ib- i-2.1 2 Tell whether a given pair of word
Tell whether a given pair of word rhyme

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QUARTER MOST ESSENTIAL LEARNING WEEK DAY OBJECTIVES
COMPETENCIES (MELC)
Ang Mga bata ay inaasahang…
rhyme
Q1 MT1PWR- Ib-i-2.1 Identify upper and lower case letters
3
Identify upper and lower case letters
Q1 MT1VCD- Ib-i-2.1 Give meanings of words through:
Give meanings of words through: a. realia
a. realia 4 b. picture clues
b. picture clues c. actions or gestures
c. actions or gestures
Q1 MT1OL-b- i-4.1 Recite and sing in groups familiar
Recite and sing in groups familiar 5 rhymes and songs
rhymes and songs
Q1 MT1PWR- Ib-i-3.1 4 Write the upper and lower case
Write the upper and lower case letters letters legibly, observing proper
1
legibly, observing proper sequence of sequence of strokes
strokes
Q1 MT1PWR- Ib-i-1.2 Give the beginning letter/sound of
Give the beginning letter/sound of the 2 the name of each picture
name of each picture
Q1 MT1PWR- Ib-i-4.1 Match words with pictures and
Match words with pictures and 3 objects.
objects.
Q1 MT1LC-Ic- d-2.1 Give the correct sequence of three
Give the correct sequence of three 4 events in a story listened to
events in a story listened to
Q1 MT1SS-Ic- f-1.1 Follow simple one to three- step oral
Follow simple one to three- step oral 5 directions
directions
Q1 MT1OL-Ic- i-1.2 5 Talk about pictures of animals
Talk about pictures presented using presented using appropriated local
appropriate local terminologies with 1 terminologies with ease and
ease and confidence. confidence.
- Animals Talk about pictures of common
- Common objects objects presented using
- Musical instruments 2 appropriated local terminologies
- Family/People with ease and confidence.

Talk about pictures of Musical

Instruments presented using
3
appropriated local terminologies
with ease and confidence.
Talk about pictures of Family
presented using appropriated local
4
terminologies with ease and
confidence.
Talk about pictures of People
5 presented using appropriated local

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QUARTER MOST ESSENTIAL LEARNING WEEK DAY OBJECTIVES
COMPETENCIES (MELC)
Ang Mga bata ay inaasahang…
terminologies with ease and
confidence.
Q1 MT1PA-Ic- i-4.1 6 Say the new spoken word when two
Say the new spoken word when two or 1 or more sounds are put together
more sounds are put together
Q1 MT1OL-Ic- d-4.2 Recite and sing individually, with
Recite and sing individually, with ease ease and confidence, songs, poems,
2
and confidence, songs, poems, chants, chants, and riddles
and riddles
Q1 MT1PWR- Ic-i-5.1 Blend specific letters to form
Blend specific letters to form syllables 3 syllables and words
and words
Q1 MT1BPK- Id-f-2.1 Follow words from left to right, top
Follow words from left to right, top to 4 to bottom and page by page
bottom and page by page
Q1 MT1OL-Id- e-2.1 Orally communicate basic needs
5
Orally communicate basic needs
Q1 MT1PA-Id- i-3.1 7 Orally segment a two-three syllable
Orally segment a two-three syllable 1 word into its syllabic parts
word into its syllabic parts
Q1 MT1LC-Ie- f-3.1 Infer the character feelings and traits
Infer the character feelings and traits 2 in a story listened to
in a story listened to
Q1 MT1GA-Ie- f-2.1 Identify naming words (persons,
Identify naming words (persons, places, things, animals)
places, things, animals) 3
a. common and proper
b. noun markers
Q1 MT1OL-Ie- i-5.1 7 Listen and respond to others in oral
Listen and respond to others in oral 4 conversation
conversation
Q1 MT1OL-Ie- i-5.1 Participate actively during story
Participate actively during story reading by making comments and
5
reading by making comments and asking questions
asking questions
Q1 MT1PA-Ie- i-5.1 8 Isolate and pronounce the beginning
Isolate and pronounce the beginning and ending sounds of given
1
and ending sounds of given words
words
Q1 MT1PWR- Ie-i-6.1 Write correctly grade one level
Write correctly grade one level words 2 words consisting of letters already
consisting of letters already Learned
learned
Q1 MT1BPK- Ig-i-3.1 3 Recognize that spoken words are
Recognize that spoken words are represented in written language by
represented in written language by specific sequences of letters

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QUARTER MOST ESSENTIAL LEARNING WEEK DAY OBJECTIVES
COMPETENCIES (MELC)
Ang Mga bata ay inaasahang…
specific sequences of letters
Q1 MT1C-Ig-i- 1.2 Express ideas through words or
Express ideas through words or phrases, using both invented and
4
phrases, using both invented and conventional spelling
conventional spelling
Q1 MT1GA-Ig- 1-h.2 Use naming words in sentences
Use naming words in sentences
5
a. common and proper
b. noun markers
Q1 MT1LC-Ig-4.1 9 Identify the speaker in the story or
Identify the speaker in the story or 1 poem listened to
poem listened to
Q1 MT1SS-Ig- i-2.1 Write basic information about self
Write basic information about self 2 (name grade level, section)
(name grade level, section)
Q1 MT1LC-Ih- i-5.1 Predict possible ending of a story
Predict possible ending of a story 3 listened to
listened to
MT1PAh-i- 6.1 Add or substitute individual sounds
Q1 Add or substitute individual sounds in 4 in simple words to make new words
simple words to make new words
Q1 MT1GA-Ii- j-3.1 Classify naming words into persons,
Classify naming words into persons, 5 places, animals, and things, etc.
places, animals, and things, etc.

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