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JOY KIMBERLY D. PAGLINAWAN

Teacher I
Dumolog National High School
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 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.

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 presentations in your Study Notebook.

UNPACKING OF MELCS
Most Essential Learning
competencies
Naipapaliwanag ang konsepto ng Asya tungo sa
paghahating –heograpiko: Silangang Asya,
Timog Silangang Asya, Timog-Asya, Kanlurang
Asya, Hilagang Asya at Hilaga/ Gitnang Asya
AP7HAS-Ia-1.1
Learning Objective/s
1. Naiisa-isa ang mga rehiyong bumubuo sa
Asya bilang batayan ng paghahating
heograpiko sa Asya
2. Nakagagawa ng talahanayan hinggil sa
mga bansang sakop ng bawat rehiyon ng
Asya
3. Napangangatwiranan ang kahalagahan ng
paghahating pang heograpiko ng Asya
batay sa kaisipang nagkakaisa sa kabila ng
pagkakaiba-iba.

COMBINING OF MELCS
QUARTER CONTENT PERFORMANCE SAMPLE MELC
STANDARD STANDARD
1 naipamamalas ng Ang mag-aaral ay Nailalarawan ang mga yamang
magaaral malalim na likas ng Asya
ang pag-unawa sa nakapaguugnay-ugnay AP7HAS-Ie-1.5
ugnayan ng sa bahaging
kapaligiran at ginampanan ng Nasusuri ang yamang likas at ang
tao sa paghubog kapaligiran at tao sa mga implikasyon ng
ng sinaunang paghubog ng kapaligirang pisikal sa
kabihasnang sinaunang pamumuhay ng mga Asyano noon
Asyano. kabihasnang Asyano at ngayon

Naipapahayag ang kahalagahan ng

pangangalaga sa timbang na
kalagayang ekolohiko ng rehiyon
ACTIVITY 4.
The LCP assures that all possible measures will be taken to ensure that no child will be
excluded from learning during the COVID-19 crisis. Think about groups of learners in your
School/Division who might require special consideration to be able to participate in DL.
Describe what targeted interventions you would develop to include them. Listed below are
some examples which may be relevant to your context. Add others as appropriate. Write down
your answers in your Study Notebook

Learner Group Targeted Intervention

Learners without parents Make a weekly supervisory plan for them and check their
or household member module and activity sheets and return immediately to them
who can guide and so that they can assess their own learning.
support their learning at
home

Beginning readers Provide remedial reading materials.

Struggling readers Provide remedial reading materials.

No access to devices and Provide module for them

Internet
Inaccessible (living in Provide module and making sure to check their work
remote and/or unsafe weekly.
areas)
Indigenous Peoples Provide module and making sure to check their work
weekly. And make sure to check the content
Of the module if it is cultured friend for them.

Persons with Provide learning materials that are suited for their needs.
Disabilities
Others? Specify.
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