Department of Education

Region IX, Zamboanga Peninsula

Division of Zamboanga City
Sta. Barbara Cluster
RIO HONDO ELEMENTARY SCHOOL

Portfoli
o LDM2
LEARNING
MODALITIES
DELIVERY 2
COURSE
Darwisa H. Abduhail
TEACHER I
 Republic of the Philippines
DEPARTMANT OF EDUCATION
Region IX-ZAMBOANGA PENINSULA
Division of Zamboanga City
Sta. Barbara Cluster
RIO HONDO ELEMENTARY SCHOOL

MODULE 1 OUTPUTS
LAC Composition

LAC
LAC
Instructional Coach Members

NAMES

Usnah P. Alawaddin
Jennilyn Y. Tangunan
Nufaida A. Tahil
Janine Anne B. Marcial
Ryzpha S. Jamsali
Marissa C. Salasain
Fatima Ayeza J. Madjid
ESP- I July Ann Caputilla
Gelyn G. Gabotero
Shirhata L. Matira
LAC Leader Gay B. Satumbaga
Satra T. Asim
Darwisa H. Abduhail
Joseph Matthew T. Misamis
Rizalyn A. Tumanda
Marvia S. Jalalun
Norfaida A. Idjas
Nasidul M. Sariul
Morsidi S. Abduhail

MT-II
 LAC ROLES ORGANIZER
ROLE NAME TERMS OF REFERENCE (DUTIES AND RESPONSIBILITIES)

TEAM LEADER RAQUEL A. Responsible for guiding a group to complete a task or project.
CASICAS

TEAM CO-LEADER MARVIA S. JALALUN Assists the leader in guiding the group to perform a given task.

MEMBERS DARWISA H. Participate in the given task or project, follow directions and
ABDUHAIL communicate properly with the leader and co-leader to be able to
accomplish the given task or project.

Usnah P. Alawaddin -do-

Jennilyn Y. Tangunan -do-

Nufaida A. Tahil -do-

Janine Anne B. Marcial -do-

Ryzpha S. Jamsali -do-

Marissa C. Salasain -do-

Fatima Ayeza J. Madjid -do-

July Ann Caputilla -do-

Gelyn G. Gabotero -do-

Shirhata L. Matira -do-

Gay B. Satumbaga -do-

Satra T. Asim -do-

Joseph Matthew T. -do-

Misamis

Rizalyn A. Tumanda -do-

Norfaida A. Idjas -do-

Nasidul M. Sariul -do-

Morsidi S. Abduhail -do-

 Republic of the Philippines
DEPARTMANT OF EDUCATION
Region IX-ZAMBOANGA PENINSULA
Division of Zamboanga City
Sta. Barbara Cluster
RIO HONDO ELEMENTARY SCHOOL

MODULE 2 OUTPUTS

UNPACKING OF MELCS
MELCS
 Describe one’s drawing about
stories/poems listened to
using simple and compound
sentences
LEARNING OBJECTIVES
 Distinguish sentences from non-
sentences
 Construct simple sentences
 Construct compound sentences

 Write a short descriptive  Note details regarding character,

paragraph about a character setting and plot
or setting in stories listened to  Write a short descriptive
paragraph

 Write a short paragraph  Write a short paragraph

providing another ending for Write another ending for a story
a story listened to Draw conclusions

 Use different kinds of Distinguish sentences from non-

sentences in a dialogue sentences
Construct simple sentences
 COMBINING MELCS
MELCS LEARNING OBJECTIVES

 Use the plural form of nouns

by adding /s/ or /es/
 Use the plural form of nouns
 Use the plural form of
frequently occurring
irregular nouns

 Write a short paragraph

providing another ending for
a story listened to  Write a short paragraph

 Write a short descriptive

paragraph about a character
or setting in stories listened
to
 Republic of the Philippines
DEPARTMANT OF EDUCATION
Region IX-ZAMBOANGA PENINSULA
Division of Zamboanga City
Sta. Barbara Cluster
RIO HONDO ELEMENTARY SCHOOL

MODULE 3A OUTPUTS

Targeted Learner Interventions

Learner Group Targeted Intervention

Learners without parents or household
member who can guide and support their
learning at home
Beginning readers (K to 3)
Struggling readers (Grades 4-12)
No access to devices and Internet
Inaccessible (living in remote and/or unsafe areas)
Indigenous Peoples
Persons with Disabilities
 Home visit
Seek assistance from relatives or LGU’s in
providing a learning facilitator for the learner
 Provide supplementary reading materials
(e.g. Unang Hakbang sa Pagbasa )
 Provide supplementary reading materials
appropriate to the learner’s level
 Provide printed learning materials such as
SLM’s and textbooks. Communicate with
the parents when they return and get
modules
 Coordinate with the barangay officials for
the delivery of SLM’s and other learning
materials
 Coordinate with the barangay officials for
the delivery of SLM’s and other learning
materials
 Coordinate with the barangay officials for
the delivery of SLM’s and other learning
materials

Learning Tasks for Distance Learning

Before the Lesson Lesson Proper After the Lesson

1. Review previous lesson 1. Explain, model, demonstrate,
2. Clarify concepts from and illustrate the concepts, 1. Wrap up activities
previous lesson ideas, skills, or processes that 2. Emphasize key
3. Present warm-up students will eventually
activities to establish internalize information and
interest in new lesson 2. Help learners understand and
4. Check learner’s prior master new information concepts discussed
knowledge about the 3. Provide learners with
3. Ask learners to recall
new lesson feedback
5. Present connection 4. Check for learners’ key activities and
between old and new understanding
lesson and establish concepts discussed
purpose for new lesson
6. State lesson objectives 4. Reinforce what teacher
as guide for learners has taught
5. Assess whether lesson
has been mastered
6. Transfer ideas and
concepts to new
situations

ASSESSMENT METHODS IN DISTANCE LEARNING

 Assessment
How to Adapt the Assessment Method in DL
Method

Example: Short I will send a three-item quiz via text message before the lesson. Based on
quiz the responses, I will take note of the common misconceptions and clarify
them to the learners during our online session or via text message.

I will distribute the hard copies of written works together with the SLM’s
1.Written Works
I will provide activities or performance task. Then, ask the parents/learning
2.Performance facilitator to take a recording or video while the learners are performing them
Task and have it send to my messenger account or email account
I will give it once at the end of the quarter face to face (if allowed) and or test
3.Quaterly item will be send via online messaging. , I will take note of the common
Assessment misconceptions and clarify them to the learners during our online session or via
text message.

I will include it in the learning activity sheet to be given weekly along with the
4.Formative modules. Based on the responses, I will take note of the common misconceptions
Assessement and clarify them to the learners during our online session or via text message.

I will instruct the class at the beginning of each quarter to gather evidences and
5.Portfolio mov’s of what they do, submit and write for the whole quarter. It will be checked
Making and noted at the end of the quarter upon the retrieval of pupil’s output thru
parents.

Republic of the Philippines

DEPARTMANT OF EDUCATION
Region IX-ZAMBOANGA PENINSULA
Division of Zamboanga City
Sta. Barbara Cluster
RIO HONDO ELEMENTARY SCHOOL
 WEEKLY HOME LEARNING PLAN
Grade 6
Week 1 Quarter 1
October 5-9, 2020
Day & Time Learning Learning Competency Learning Tasks Mode of Delivery
Area
7:00 – 8:00 Wake up, make up your bed, eat breakfast, and get ready for an awesome day!
8:00 - 9:00 Have a short exercise/meditation/bonding with family.
MONDAY/TUESDAY
9:00 - 10:30 MATH Adds and subtracts simple * Learning Task 1: Study Have the parent
fractions and mixed numbers “What’s In”. hand-in the
without or with regrouping. * Learning Task 2: accomplished
Activity 1: “Part of a module to the teacher
Whole” in school.
A. Add the following
fractions: The teacher can make
B. Subtract the following phone calls to her
fractions. pupils to assist their
* Learning Task 3: Study needs and monitor
“What Is It”. their progress in
* Learning Task 4: answering the
Activity 1. Hidden Word modules.
Reveal the hidden word
below by solving the
following fractions. Write
the corresponding letter in
the decoder box that
matches your answer.
* Learning Task 5: Fill in
the blanks with the correct
answer. Write your answer
on a separate sheet of
paper.
* Learning Task 6:
Activity 1: It’s PIZZA
Time!
Study the illustration and
answer the following
questions.
* Learning Task 7:
A. Add the fractions.
Reduce your answer to
lowest term.
B. Subtract the fractions.
Reduce your answer to
lowest term.
* Learning Task 8: Add or
subtract the following
fractions below. Reduce
your answer to lowest
term.

10:30 - 12:00 English Lesson 1 * Learning Task 1: Read Have the parent
Analyze figures of speech and understand the hand-in the
(hyperbole, irony); and statements very well. accomplished
Answer what is asked by module to the teacher
choosing your best in school.
response.
* Learning Task 2: The teacher can make
Answer the questions phone calls to her
honestly. Just answer yes pupils to assist their
or no. needs and monitor
* Learning Task 3: Read their progress in
 the Comic Strips about answering the
Mona and Elsa modules.
Answer the questions that
follows.
* Learning Task 4: Read
Lesson 2 and study “What Is It”.
Infer meaning of idiomatic * Learning Task 5:
expressions using context Analyze the following
clues. statements. Write A if it is
a hyperbole which
expresses exaggeration;
something that is
Lesson 3 unbelievable to happen.
Identifying Real or Make- Write B if it is an irony
Believe Images which expresses the
contrary or opposite of
what is said.
* Learning Task 6: Read
“What I Have Learned”.
* Learning Task 7: Read
and analyze if the
statements express
exaggeration or ironic
ideas. Write the sentences
in the correct column of
the table provided.
* Learning Task 8:
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 it is a hyperbole
and a box if it is an irony.
* Learning Task 9: Read
and understand the short
selection. Look and
underline the hyperbolic
sentences and circle the
ironic sentences.
1:00 - 2:30 SCIENCE Describe the appearance and * Learning Task 1: Have the parent
uses of homogeneous and Write the letter of the hand-in the
heterogeneous mixtures correct answer. Use a accomplished
separate sheet for your module to the teacher
answer. in school.
* Learning Task 2:
Illustrate how the particles The teacher can make
of matter are arranged in phone calls to her
the following objects. pupils to assist their
* Learning Task 3: Study needs and monitor
“What’s New”. their progress in
* Learning Task 4: From answering the
the short information that modules.
you have read about
mixtures, answer the
following questions. Write
the answer in your journal.
* Learning Task 5:
Classify the mixtures
below as homogeneous or
heterogeneous. Write the
answer in your journal.
* Learning Task 6:
Complete the paragraph
below. Do it in your
Science journal or
notebook.
* Learning Task 7: Read

2:30 - 4:00 FILIPINO Nasasagot ang mga tanong
tungkol sa
napakinggang/nabasang
pabula, kuwento, tekstong
pang-impormasyon at usapan
and answer the following.
Write the answers in your
journal.
* Learning Task 8:
A. Choose the correct
answer in each number.
Use separate sheet for your
answer.
B. Combine two or more
substances to form a
mixture. List down your
combinations in the table
below.
* Learning Task 9:
Complete the diagram.
Write the answer in your
journal.
* Learning Task 1:
Basahing mabuti ang mga * Tutulungan ng mga
pangungusap. Sagutin ang magulang ang mag-
mga tanong at isulat ang aaral sa bahaging
titik ng tamang sagot bago nahihirapan  ang
ang bilang. kanilang anak at
* Learning Task 2: Isulat sabayan sa pag-aaral.
sa loob ng kahon ang mga
salitang nasa ibaba ayon sa  
wastong hanay ng
pangngalan. *Basahin at pag-
aralan ang modyul at
* Learning Task 3: sagutan ang
Basahin ang kwento at katanungan sa iba’t-
unawaing mabuti ang ibang gawain.
bawat detalye upang
masagot mo ang mga
sumunod na tanong.
* Learning Task 4: * maaaring
A. Balikan ang kwento. magtanong ang mga
Mula sa nabasang kwento, mag- aaral sa
magtala ng: kanilang mga guro sa
a.) mga salitang tiyak o bahaging nahihirapan
tanging ngalan ng tao, sa pamamagitan ng
hayop, bagay, lugar at pag text messaging.
pangyayari. Ito ay mga
pangngalang nagsisimula * Isumite o ibalik sa
sa malaking titik. Isulat ito guro ang napag-
sa iyong sagutang papel. aralan at nasagutang
modyul.
b.) mula sa mga
pangkalahatang
pangngalang iyong naitala,
uriin ang mga ito at ilagay
sa loob ng kahon ayon sa
wastong hanay nito.
B. Mula sa kwento,
magsipi o isulat ang isang
talata na kung saan ito ay
kapupulutan ng
inspirasyon at kung papano
mo ito maiiugnay sa iyong
sariling karanasan. Isulat
ito sa iyong sagutang
papel.
* Learning Task 5: Suriin
ang uri ng pangngalang
may salungguhit kung ito
ay pantangi o pambalana.
Kung ang pangngalan ay
 pambalana, ibigay kung
anong uri ng pambalana
ito. Lagyan ng tsek ang
patlang ng tamang uri ng
pangngalan.
* Learning Task 6:
Basahin ang “Tandaan”.
* Learning Task 7:
A. Sumulat ng isang
seleksyon at magtala ng
mga pangngalang pantangi
at pambalana mula sa
seleksyon, isulat sa loob ng
kahon ayon sa wastong
hanay nito. Isulat ang sagot
sa inyong kwaderno.
B. Magsipi ng isang talata
mula sa seleksyon kung
saan ito ay makapag-udyok
sa iba sa paggawa ng
mabuti.
* Learning Task 8:
Basahin at unawaing
mabuti ang mga
pangungusap. Mula sa
isang pabula na nasa itaas,
sagutin ang mga tanong.
Isulat ang titik ng tamang
sagot bago ang bilang.
* Learning Task 9:
Maghanap ng isang pabula
na may mga tanong.
Kopyahin ito sa inyong
kwaderno at sagutin
ang mga tanong.
WEDNESDAY
/THURSDAY

9:00-10:30 ARALING *Nasusuri ang epekto ng * Learning Task 1: Suriin

PANLIPIUNAN kaisipang liberal sa pag-usbong
ng damdaming nasyonalismo.
Aralin 1- Pag-usbong ng
Kamalayang Nasyonalismo
at unawaing mabuti ang
bawat pangungusap. Isulat
sa sagutang papel ang titik
ng tamang sagot.
* Learning Task 2:
Katulad ng nakikita mo sa
larawan kulayan mo diyan
ang sasakyang Galyon at
sa loob ng kahon sa ibaba
ng larawan ay isulat kung
saan ito ginagamit ng mga
unang Pilipino.
* Learning Task 3: Bago
ka pumunta sa iyong
aralin, suriin mo ang mga
larawan sa ibaba. Isulat
ang mga titik ng mga
larawan na may kinalaman
sa pag-usbong ng
damdaming nasyonalismo
ng mga Pilipino.
* Learning Task 4:
Basahin at pag-aralan ang
nasa “Suriin”.
* Learning Task 5:
Gawain 1
Basahin at suriing mabuti
ang mga pangungusap at
* Tutulungan ng mga
magulang ang mag-
aaral sa bahaging
nahihirapan  ang
kanilang anak at
sabayan sa pag-aaral.
 
*Basahin at pag-
aralan ang modyul at
sagutan ang
katanungan sa iba’t-
ibang gawain.
* maaaring
magtanong ang mga
mag- aaral sa
kanilang mga guro sa
bahaging nahihirapan
sa pamamagitan ng
pag text messaging.
* Isumite o ibalik sa
guro ang napag-
aralan at nasagutang

Aralin 2- Epekto ng Kaisipang
Liberal Sa Pilipinas
piliin sa loob ng panaklong modyul.
ang tamang sagot. Isulat
ito sa inyong sagutang
papel.
Gawain 2
Punan ng wastong titik ang
bawat kahon upang mabuo
ang salitang tinutukoy.
Isulat sa sagutang papel
ang buong salita.
* Learning Task 6:
Sagutin ang mga tanong sa
ibaba. Isulat sa sagutang
papel ang iyong sagot.
* Learning Task 7:
A. Ano anong salita ang
maiuugnay sa salitang
“malayang kaisipan.”
Isulat ang iyong mga sagot
sa loob ng bilog (isa bawat
bilog). Gawin ito sa iyong
kuwaderno.
B. Bilang kabataang
Pilipino, paano mo
maipakita ang iyong
damdaming
nasyonalismo? Isulat ang
iyong sagot sa loob ng
puso.
* Learning Task 8:
Tama o Mali. Isulat ang
Tama kung ang
ipinahahayag sa
pangungusap ay wasto.
Kung mali, palitan ang
salitang nasalungguhitan
upang maging wasto ang
pangungusap. Isulat ang
sagot sa sagutang papel.
Basahin at unawaing
mabuti ang mga pahayag.
Isulat ang sagot sa
sagutang papel.
* Learning Task 9: Isulat
ang tsek () sa sagutang
papel kung ang pahayag ay
salik na nakapagpausbong
ng damdaming
nasyonalismo ng mga
Pilipino. Lagyan ng ekis
(X) kung hindi.
* Learning Task 1:
Sagutin ang
BLOCKBUSTER. Isulat
ang sagot sa sagutang
papel.
* Learning Task 2:
A. Awitin ng buong puso
ang popular na kundiman
na “Bayan Ko”.
Pagkatapos mong awitin
ito, sagutin ang ilang
katanungan sa ibaba.
B. Subukan mong ilarawan
ang sumusunod na bayani
natin ayon sa iyong
pagkakakilala sa kanila.
Isulat ang iyong sagot sa
 sagutang papel.

* Learning Task 3:
Basahin at pag-aralan ang
“Suriin”.
* Learning Task 4: Palitan
ng titik ang bawat bilang
sa loob ng kahon ayon sa
pagkakasunodsunod ng
alpabetong Ingles upang
mabuo ang mga pangalan.
* Learning Task 5:
Sagutan ang “Isaisip”.
* Learning Task 6: Punan
ang tsart tungkol sa
Kilusang Propaganda at
Katipunan.
* Learning Task 7:
Basahin at suriing mabuti
ang mga pangungusap at
piliin ang tamang sagot na
tinutukoy sa bawat
pangungusap. Isulat sa
sagutang papel.

* Learning Task 8: Punan

ang patlang. Kompletuhin
ang pangungusap sa
pamamagitan ng pagtukoy
sa tamang salita. Isulat ang
sagot sa sagutang papel.
10:30 - 12:00 TLE Discusses the importance of * Learning Task 1: Read 1. Pakikipag-
planting and propagating trees the following statements. uganayan sa
and fruit bearing trees and Choose the letter of the magulang sa araw,
marketing seedlings. correct answer. oras, pagbibigay at
* Learning Task 2: pagsauli ng modyul
Lesson 1 Activity 1.1 Can you recall sa paaralan at upang
Importance of Planting and what you have learned magagawa ng mag-
Propagating Trees and Fruit- about plants? Then, try to aaral ng tiyak ang
Bearing Tress do this. Fill in the blanks modyul.
the classification of plants 2. Pagsubaybay sa
referred to in the progreso ng mga
sentences. Select your mag-aaral sa bawat
answer from the choices gawain.sa
inside the box. pamamagitan ng text,
Activity 1.2 Guess the call fb, at internet.
Word: Four-Pic-One- 3. Pagbibigay ng
Word maayos na gawain sa
* Learning Task 3: pamamagitan ng
Activity 1.3 Read, pagbibigay ng
understand and arrange the malinaw na
ideas to its appropriate instruksiyon sa
column. pagkatuto.
* Learning Task 4:
Activity 1.4 Fill in the
blank with the appropriate
word to complete the
statement.
* Learning Task 5:
Activity 1.5 Make a poster
showing about the
importance of propagating
trees and fruit bearing
Lesson 2 trees. Share your work
Benefits Derived from with your parents but
Planting Trees and Fruit- observe social distancing.
bearing * Learning Task 6: Read
the following statements
 and choose the letter of the
correct answer.
* Learning Task 7:
Activity 1.6 Write a
paragraph of 5 sentences
about the importance of
trees and fruit- bearing
trees to families and
communities and share
your work with your
parents and relatives,
however, consider social
distancing and also wear
face mask.
* Learning Task 1: Read
the following statements.
Choose the letter of the
correct answer.
* Learning Task 2:
Observe the picture and
explain your insights.
* Learning Task 3: Read
the story and Answer the
Lesson 3 question.
Benefits Derived from * Learning Task 4: Read
Planting Trees and Fruit- “What Is It”.
bearing * Learning Task 5: Read
Trees to Communities and study “What’s More”.
* Learning Task 6:
Complete the statements
below by writing reasons
of why planting trees and
fruit- bearing trees are
beneficial to the family.

* Learning Task 7:
Activity 2.1: Read the
sentences. Identify what
benefits do a family get
from planting trees and
fruit- bearing trees based
on the situation given.
Select the letter of your
answer from the given
choices.
* Learning Task 8: Read
the following statements.
Choose the letter of the
Lesson 4 correct answer.
Successful Orchard Growers * Learning Task 9:
in the Community Activity 2.2 Write check
(√) on the blank if the
sentence shows the
benefits derived from
planting trees and fruit-
bearing trees to families
and Write (X) if it is not.
* Learning Task 1: Read
the test items. Select the
correct answer from the
given choices and write the
letter only of your answer.
* Learning Task 2: Study
the pictures in “What’s In”.
* Learning Task 3: Read
the poem on benefits of
trees.
* Learning Task 4: Read

Lesson 5
Successful Orchard Growers
in the Adjacent Communities
and study “What Is It”.
* Learning Task 5: Study
“What’s More”.
* Learning Task 6: Read
‘What I Have
Learned”.
* Learning Task 7:
Activity 3.1. Match
column A with column B.
Write the letters of the
correct answer in your
activity notebook.
* Learning Task 8: Read
the following test items
below. Select the correct
answer from the given
choices and write the letter
only of your answer.
* Learning Task 9:
Activity 3.2. Write down
at least 5 trees/ fruit-
bearing trees and the
benefits derived from it.
Supply you answer in each
column.
* Learning Task 1: Read
the test items below. Select
the correct answer from the
given choices and write the
letter of your answer.
* Learning Task 2:
Activity 4.1 Search from
the puzzle ten (10) benefits
or products derived from
planting trees and fruit
bearing trees. Write your
answer in your activity
notebook.
* Learning Task 3: Read
“What’s New”.
* Learning Task 4: Based
from the selection you
have read, answer the
following questions:
* Learning Task 5: Read
and study “What’s
More”.
* Learning Task 6:
Answer the following
questions in “What I
Have Learned”.
* Learning Task 7:
Identify the following
persons by writing a short
description about them.
* Learning Task 8: Read
the following test items
below. Select the correct
answer from the given
choices and write the letter
of your answer.
* Learning Task 9:
Identify at least one
successful orchard grower
in your community and ask
how he became successful.
Consider always the health
protocol in your place.
 * Learning Task 1: Read
the test items. Select the
correct answer from the
given choices and write the
letter of your answer.
* Learning Task 2:
Answer the following
question in “What’s In”.
* Learning Task 3: Read
the poem.
* Learning Task 4: Read
and study “What Is It”.
* Learning Task 5:
Activity 5.1 Connect
column A with column B
with a line from the
successful orchard growers
to their description on the
right.
* Learning Task 6:
Answer the following
question in “What I
Have Learned”.
* Learning Task 7:
Activity 5.2 Identify the
name being described in
each statement. Write
your answer on the line
before each number.
* Learning Task 8: Read
the following test items
below. Select the correct
answer from the given
choices.
* Learning Task 9:
Activity 5.3 Have a
research on other
successful orchard growers
in our country. Name at
least 1 entrepreneur and
make a report about
him/her. Share your
findings in the class.
1:00-2:30
Edukasyon sa Nakapagsusuri nang mabuti sa * Learning Task 1: Sa 1. Pakikipag-
Pagpapakatao mga bagay na may kinalaman iyong kuwaderno isulat uganayan sa
(ESP) sa sarili at pangyayari ang TAMA kung ang magulang sa araw,
pangyayari o sitwasyon ay oras, pagbibigay at
nagsasaad ng naaayong pagsauli ng modyul
hakbang sa pagpasya at sa paaralan at upang
MALI kung hindi. magagawa ng mag-
aaral ng tiyak ang
* Learning Task 2: modyul.
Basahin nang mabuti ang
sumusunod. Piliin ang 2. Pagsubaybay sa
katangian na progreso ng mga
ipinahihiwatig sa bawat mag-aaral sa bawat
sitwasyon. Isulat ang titik gawain.sa
ng napiling sagot sa iyong pamamagitan ng text,
kuwaderno. call fb, at internet.

* Learning Task 3: 3. Pagbibigay ng

Tingnan ang larawan. Ano maayos na gawain sa
ang mga katangian ng tao pamamagitan ng
ang ipinakikita sa larawan. pagbibigay ng
malinaw na
 Nagtataglay ka ba ng mga
katangiang ito? Ano kaya instruksiyon sa
ang kinalaman ng mga pagkatuto.
bagay o katangiang ito sa
iyong sarili?

* Learning Task 4:
Sagutin ang mga gabay na
tanong. Isulat ang sagot sa
iyong kuwaderno at pag-
usapan ninyo ito ng kung
sino man sa nakatatanda
mong kasama ngayon sa
bahay.
* Learning Task 5:
Basahin ang maikling tula
at sagutin ang sumusunod
na tanong.

* Learning Task 6:
Unawaing mabuti ang tula.
Isulat sa iyong kuwaderno
ang mga sagot sa tanog.

* Learning Task 7:
Basahin ang “Isagawa” at
sagutan ang sumusunod na
tanong.

* Learning Task 8:
A. Sagutin ng TAMA o
MALI ang pangungusap.
Isulat ang iyong sagot sa
kuwaderno.
B. Batay sa iyong
natutuhan. Ipaliwanag ang
iyong sagot. Isulat ito sa
iyong kuwaderno.

* Learning Task 9:
A. Suriin ang bawat
sitwasyon. Isulat ang
napiling titik na iyong
sagot sa kuwaderno.
B. Magtukoy ng dalawang
sitwasyon o pangyayari
batay sa iyong personal
na karanasan at ang iyong
naging pasya na nagkaroon
ng epekto sa iyong sarili at
maaaring sa iba.
2:30 - 4:00 MAPEH Lesson 1 * Learning Task 1: Read
Assess regularly participation the questions carefully. *Ang mga magulang
in physical activities based on Choose the letter of the ay palaging handa
the Philippines physical correct answer. Use a upang tulungan ang
activity pyramid (PE6PF-lb-h- separate sheet. mga mag-aaral sa
18) * Learning Task 2: Name bahaging nahihirapan
some games you usually sila.
play during your free time.
* Learning Task 3: Look *Maari ring
at the pictures and tell sumangguni o
something about it. magtanong ang mga
* Learning Task 4: Read mag-aaral sa
and study “What Is It”. kanilang mga gurong
* Learning Task 5: nakaantabay upang
Activity 1 sagutin ang mga ito
Look at the pictures below. sa pamamagitan ng
How frequent do you “text messaging o
 perform these activities
based on the Philippine personal message sa
physical activity pyramid? “facebook”
Write once a week, *Ang TikTok Video
sometimes, or everyday on ay maaring ipasa sa
the blank. Use a separate messenger ng Guro
sheet. sa MAPEH
Activity 2
Lesson 2 Let us do the following
Observes safety precautions activity. Ask a member of
(PE6GS-lb-h-3) the family to help you
execute the skills.
* Learning Task 6:
Identify what skill is used
in doing household chores.
Look for your answer on
the box and write it down
on the space beloweach
picture.
* Learning Task 1: Write
the following skills involve
in the action (throwing,
tossing, rolling, catching,
running, jumping,
hopping).
* Learning Task 2: Study
“What Is It”.
* Learning Task 3:
Activity 1:
Ask a family member to
help you execute the skills.
Put a check on the
appropriate column on
how many times you try to
do the skill. Use a separate
sheet of paper.
Activity 2:
Play this game with the
members of your family.
Follow the rules in playing
it and check the right
column on the rubric that
Lesson 3 corresponds to your action.
Executes the different skills Do the warm up exercise
involved in the game (PE6GS- before doing the activity.
ic-h-4) * Learning Task 4:
Answer the following
questions. Use a separate
sheet of paper.
* Learning Task 5:
Activity 1: Ask a member
of the family to help you.
Do the following activities
and identify the skill/skills
being executed. Use a
separate sheet of paper.
* Learning Task 6:
Activity 2:
Put a check (√) if you
perform the activity very
well and (X) if not. Use a
separate sheet of paper.
* Learning Task 7: Ask a
member of the family to
help you execute the skills.
Let us do the following
activity once more but with
Lesson 4 additional number of
Display joy of effort, respect
for others and fair play during
participation in physical
activities. (PE6PF-llb-h-18)
times.
* Learning Task 1: Read
and answer the following
questions. Use a separate
sheet of paper.
* Learning Task 2: Read
“What’s New”.
* Learning Task 3: Study
“What Is It”.
* Learning Task 4:
Activity 1:
Ask anyone in the house or
any member of the family
and try to execute the
following skills involved
in playing Tumbang Preso
or knock down the
prisoner.
Activity 2:
Ask a member of the
family help you execute
them. Put a check mark on
the appropriate column on
how many times you try to
do the skill.
* Learning Task 5: Put a
check on each box if you
were able to display joy of
effort, respect for others
and fair play during
participation in the game
Tumbang Preso. Use a
separate sheet of paper.
* Learning Task 6: Using
the template below, fill in
the activities are you will
be engaged with during the
week which involves the
different skills of Tumbang
Preso.
* Learning Task 1:
Answer the following
questions. Use a separate
sheet of paper.
* Learning Task 2: Study
“What Is It”.
* Learning Task 3:
Activity 1:
Identify the following
skills whether they are
involved in the game
Tumbang Preso or not. Put
a check (√) if the skills are
involved, (x) if not. Use a
separate sheet of paper.
Activity 2:
Let’s practice playing this
game. Follow the rules in
playing it. Do the warm up
exercise before doing the
activity.
* Learning Task 4: Put a
check (√) on each box if
you were able to display
joy of effort, respect for
others and fair play during
participation in the game
Tumbang Preso. Use a
 separate sheet of paper.
* Learning Task 5:
Activity 1:
Answer the following
questions. Use a separate
sheet of paper.
Activity 2:
Answer the following
questions. Use a separate
sheet of pad paper.
* Learning Task 6: Write
an essay or a paragraph on
how you plan to use the
skills you learned in your
daily life. Use a separate
sheet of paper.
* Learning Task 7: Read
the sentences carefully.
Choose the letter of the
correct answer in a piece
of paper.

INDIVIDUAL LEARNING MONITORING PLAN

TEMPLATE
Source: DepEd Memorandum DM-CI-2020-00162
Learner’s Name: JUPLI S. JILHANI
Grade Level: Grade 6
Learner’s Status
Monitoring Insignific Significa
Learning Area Learner’s Needs Intervention Strategies Provided
Date ant nt Mastery
Progress Progress
Difficulty in a. Extending time of completion He is
Mathematics doing/finishing of tasks October 12- willing to
 the learning 30, 2020 do and
tasks b. seek help from a capable finish
immediate family member to the task
help the learner in answering the despite
learning modules of
difficulty
English Difficulty in a. Ask learning facilitators for November He is
reading the guidance 05-12, 2020 willing to
learning b. Give additional reading and read
materials and supplementary materials
has poor
reading
comprehension
Learner is not making significant progress in a timely manner. Intervention strategies need to
Intervention
be revised.
Status
Learner is making significant progress. Continue with the learning plan.
/
Learner has reached mastery of the competencies in learning plan.

Republic of the Philippines

DEPARTMANT OF EDUCATION
Region IX-ZAMBOANGA PENINSULA
Division of Zamboanga City
Sta. Barbara Cluster
RIO HONDO ELEMENTARY SCHOOL

MODULE 3B OUTPUTS

RAPID ASSESSMENT OF LEARNING RESOURCES

DEPED SOURCES
 Is the LR Material... YES NO Cannot be
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?
√

RAPID ASSESSMENT OF LEARNING RESOURCES

NON DEPED SOURCES

Is the LR Material... YES NO Cannot be

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?
Yes, the materials was able to meet all the requirements.

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?
None

3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
None
4. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
This assessment tool was a great help for us teachers in choosing the
best LR for our subject matter. It taught us to consider first all requirements
needed in obtaining our desired L .R.

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

Yes
 6. 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?
Yes, I will study it first, before giving it to my learners.

7. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
None
8. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
It makes me pick the right LR by looking at data of the checklist.

Republic of the Philippines

DEPARTMANT OF EDUCATION
Region IX-ZAMBOANGA PENINSULA
Division of Zamboanga City
Sta. Barbara Cluster
RIO HONDO ELEMENTARY SCHOOL

MODULE 4 OUTPUTS

INDIVIDUAL DEVELOPMENT PLAN

Action Plan
(Recommended Developmental
Strengths Developmental Intervention) Timeline Resources
Needs Needed
Learning Objectives
Intervention
of the PD Program

Learning and
Applied skills Used a range of Improve skills and Attend various Year- round Development
in the effective teaching strategies to seminars, Team
communicatio strategies of to develop meaningful workshops.
n of learners’ enhance learner teaching-learning Benchmark with Supervisor/Sc
needs, achievement in process including other teachers. hool
progress and literacy and assessment tools Head/Master
and techniques to Teachers/Co-
achievement numeracy skills.
workers
to key enhance students'
stakeholders, mastery in my Local Funds
including subject.
parents and
guardians.

Teamwork Result focus Arrange schedules for Time table Year -round Supervisor/Sc
*Service particularly on each task that needs hool
orientation achieving results to be accomplished Head/Master
*Innovation with optimal use as urgent, high Teachers/Co-
of time and priority and priority. workers
resources most
of the time.