K to 12 Learning MELCs

Competencies
determines geometric determines geometric
means and nth term of means, nth term of a
a geometric sequence. geometric sequence,
Merge/
M10AL-Ie-1 and sum of the terms
finds the sum of the of a given finite or
Clustered
terms of a given finite or infinite geometric
infinite geometric sequence.
sequence. M10-MELC-6
M10AL-Ie-2
Retained generates patterns. generates patterns.
M10AL-Ia-1 M10AL-Ia-1

illustrates other types of

sequences n/a
Dropped
(e.g., harmonic,
Fibonacci).
M10AL-If-1
 melcs objective

Math8 Q1 Translate word

Solving problems problem into linear
involving Linear equation
equation in 2 Identify and solve
variable problem involving
linear equation in
two variable
Apply concepts of
solving linear
equations in dealing
with real life
problems
 Learner Group Targeted Intervention
Learners without Ask assistance to some nearby neighborhood
parents or who is willing to assist the child or if still no
household one volunteers, the teacher may now extend
member who can himself/herself to act as the facilitator to the
guide and support child.
their learning at
home

Struggling readers Can advise the parents to ask assistance to

(Grades 7-12) people within their barangay to help the child
or the teacher himself/herself can assist the
child via different communication platforms
available. For these learners, peer assistance is
recommended. Reading materials may also be
used to solve the problem.

No access to Printed modules and Activity Sheets must be

devices and provided together with the assistance of the
Internet parents or guardian and the teacher as well for
the child not to be left behind.

Inaccessible Seek the maximum assistance and participation

(living in remote of LGU’s
and/or unsafe
areas)

Indigenous Coordinate with mobile volunteer teachers

Peoples

Persons with Support advocacies of SPED Teachers

Disabilities
 MODULE 3A
Learning Tasks for DL

Learning Delivery Modality (select one): ODL X MDL TV/RBI BL

Grade Level and Learning Area Grade 7 Mathematics

Introduction to Sets and Ways on

Lesson Topic How to Describe a Set

Define and illustrate different sets,

Learning Objectives
identify subsets of a given set
Learning Module 1
Resources/Materials Needed TV, Internet, Google
 MODULE 3A
Learning Tasks for DL

Part of Lesson / Learning Check if Additional Remarks:

Tasks already
present in the
SLM
Before the Lesson
1. Review previous lesson Can be facilitated by a
household partner

2. Clarify concepts from Can be facilitated by a

previous lesson household partner or can be
done by the teacher through
communication platforms such
as calls or video calls.

3. Present warm-up activities

to establish interest in new
lesson Can be facilitated by a
household partner or can be
4. Check learner’s prior done by the teacher through
knowledge about the new communication platforms such
lesson as calls or video calls.

5. Present connection
between old and new lesson
and establish purpose for
new lesson

6. State lesson objectives as

guide for learners
 MODULE 3A
Learning Tasks for DL

Lesson Proper
1. Explain, model,
demonstrate, and illustrate
the concepts, ideas, skills,
or processes that students
will eventually internalize
Can be facilitated by a
household partner or can
be done by the teacher
through communication
platforms such as calls or
video calls.

2. Help learners understand

and master new
information
Can be facilitated by a
household partner or can
be done by the teacher
3. Provide learners with through communication
feedback platforms such as calls or
video calls.

Can be facilitated by a
household partner or can
be done by the teacher
4. Check for learners’ through communication
understanding platforms such as calls or
video calls.
 MODULE 3A
Learning Tasks for DL

After the Lesson

1. Wrap up activities Can be facilitated by a household partner or can be
done by the teacher through communication
platforms such as calls or video calls.

Can be facilitated by a household partner or can be

done by the teacher through communication
2. Emphasize key platforms such as calls or video calls.
information and
concepts discussed Can be facilitated by a household partner or can be
done by the teacher through communication
platforms such as calls or video calls.

Can be facilitated by a household partner or can be

3. Ask learners to done by the teacher through communication
recall key activities platforms such as calls or video calls.
and concepts
discussed Can be facilitated by a household partner or can be
done by the teacher through communication
platforms such as calls or video calls.

Can be facilitated by a household partner or can be

4. Reinforce what done by the teacher through communication
teacher has taught platforms such as calls or video calls.

5. Assess whether
lesson has been
mastered

6. Transfer ideas and

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

Printed I will let the child to have a lot of printed exercises for
Exercises every competency. It can be additional to the activity
(Paper and sheets provided in the modules.
Pencil Test)

Role Playing There are competencies that need to be assessed through

this type of assessment. By doing so, the house parent
should record the child’s performance.

Games A game will be administered by the household partner to

the child and the HHP will monitor the child and will tell
his/her observation to the teacher.

Observation

(ECCD And The child will demonstrate the task and the household
Progress Card partner may record it.
competencies)

Outputs in Every Activity Sheets and Printed Exercises will be placed

Activity Sheets ( in a portfolio so that it can be checked by the teacher
Portfolio) upon retrieval of the modules and activity sheets.
 Day Learning Area Learning Competency Learning Tasks
& Time

7:00- Have a short exercise/meditation/bonding with family.

8:00

Monday

8:00- English Distinguish between and among English Module 1,

12:00 informative, journalistic and
Quarter I, Week 1
literary writing

1:30 – Filipino Natatanggap ang mga FIlipino Module 1,

4:30 pagbabagong nagaganap sa sarili
Quarter I, Week 1
na may pagtataya sa mga kilos
tungo sa maayos na pagtupad ng
kanyang mga tungkulin bilang
nagdadalaga/nagbibinata.
 Day Learning Area Learning Competency Learning Tasks
& Time

7:00- Have a short exercise/meditation/bonding with family.

8:00

Tuesday

8:00- Science Explain how the respiratory and Science Module 1,

12:00 circulatory systems work together
Quarter I, Week 1
to transport nutrients, gases, and
other molecules to and from the
parts of the body.

1:30 – Araling Nailalapat ang kahulugan ng Araling Panlipunan

4:30 Panlipunan ekonomiks sa pang-araw-araw na Module 1, Quarter
pamumuhay bilang isang mag- I, Week 1
aaral, at kasapi ng pamilya at
lipunan.
 Day Learning Area Learning Competency Learning Tasks
& Time

7:00- Have a short exercise/meditation/bonding with family.

8:00

Wednesday

8:00- Mathematics defining and illustrating quadratic Mathematics

12:00 equations; differentiating
Module 1, Lesson
quadratic equation from the linear
1
equation; writing a quadratic
equation in standard form and Quarter I, Week 1
identifying the values of a, b, and
c

1:30 – TLE Identify the required materials, TLE Module 1

4:30 tools and equipment according to
Quarter I, Week 1
lists provided and/or
teacher’s/supervisor’s
instructions.
 Day Learning Area Learning Competency Learning Tasks
& Time

7:00- Have a short exercise/meditation/bonding with family.

8:00

Thursday

8:00- MAPEH Undertakes physical activity and PE Module 1,

12:00 physical fitness assessments Lesson 1
Quarter I, Week 1

1:00 - Edukasyon sa Natatanggap ang mga EsP Module 1,

3:00 Pagpapakatao pagbabagong nagaganap sa sarili Lesson 1 and
na may pagtataya sa mga kilos Lesson 2
tungo sa maayos na pagtupad ng
Quarter I, Week 1
kanyang mga tungkulin bilang
nagdadalaga/nagbibinata.
Learners Ainah U. Estante
Name:
Grade Grade 10
Level:
Learning Learn Intervent Monitori
Area er’s ion ng Date Learner’s Status
Need Strategie
s s
Provided
Insignifican Significan
t t Mastery
Progress Progress
Literacy Cann Provide a October
ot tracing 7,2020
write activity
his of
own individua
name l letters
of his
name

Learner is not making significant progress in a timely manner.

Intervention Intervention strategies need to be revised.
status Learning is making significant progress. Continue with the learning
plan.
Learning as reached mastery of the competencies in learning plan.
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?
 1. Based on the Assessment Tool, how does the material from a
non-DepEd Portal compare with the LR from the DepEd Portal?

Based on the Assessment Tool, the material from a non-DepEd

ANSWER

Portal is somehow not relevant to the needed competencies to be

attained, not sure if it is from a credible source/author and not
sure as well if it is free from red flags on possible copyright and
plagiarism issues.

2. Based on the results of the Assessment Tool, what improvements

do the materials — both from DepEd and Non-DepEd portals —
still need?

Based on the results of the Assessment Tool, the materials form

ANSWER

both DepEd and Non-DepEd Portals still needs further evaluation

from professionals to ensure that it will be useful and appropriate
to the learners.

3. How does this exercise help you in picking the right and
appropriate LRs for your lesson and your learners?

With the specified requirements mentioned, I have now the know

ANSWER

how in assessing materials taken in different portals and sources.

It is very useful that we’ve learned such for us to decide on the
best resource material to use in our teaching.
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?
 1. Based on the Assessment Tool, how does the material from a
non-DepEd Portal compare with the LR from the DepEd Portal?

Based on the Assessment Tool, the material from a non-DepEd

ANSWER

Portal is somehow not relevant to the needed competencies to be

attained, not sure if it is from a credible source/author and not
sure as well if it is free from red flags on possible copyright and
plagiarism issues.

2. Based on the results of the Assessment Tool, what improvements

do the materials — both from DepEd and Non-DepEd portals —
still need?

Based on the results of the Assessment Tool, the materials form

ANSWER

both DepEd and Non-DepEd Portals still needs further evaluation

from professionals to ensure that it will be useful and appropriate
to the learners.

3. How does this exercise help you in picking the right and
appropriate LRs for your lesson and your learners?

With the specified requirements mentioned, I have now the know

ANSWER

how in assessing materials taken in different portals and sources.

It is very useful that we’ve learned such for us to decide on the
best resource material to use in our teaching.
 Developmental Resources
Needs Needed
Action Plan

(Recommended
Developmental
Intervention) Timelin
Strengths
e
Learning
Objectives of Interventio
the PD n
Program

Positive use Content Apply Facilitate the Year- MELCs,

of knowledge and knowledge of positive use round Modules on
information its application content within of technology LDM2
and within and and across in teaching Course for
communicati across the curriculum and learning Teachers,
on on curriculum areas teaching areas process in the Curriculum
Technology in the distance Guide, TG
in the implementation learning and LM
delivery of of MELCs in the modality
the learning new normal
 Developmental Resources
Needs Needed
Action Plan

(Recommended
Developmental
Intervention) Timelin
Strengths
e
Learning
Objectives of Interventio
the PD n
Program

Learner Fair learning Establish safe Maintain Year- Parent-

safety and environment and secure learning round Teacher
security learning environment agreement
environments that promotes form, Self-
to enhance fairness, learning
learning respect, care Modules and
through the to encourage Worksheets
consistent learning
implementatio
n of policies,
guidelines and
procedures
 Developmental Resources
Needs Needed
Action Plan

(Recommended
Developmental
Intervention) Timelin
Strengths
e
Learning
Objectives of Interventio
the PD n
Program

Learner’s Learners in Use Plan, create Year- Student’s

gender Difficult differentiated, and deliver round data Sheet
needs, circumstances developmentall teaching and records
strengths, y appropriate strategies
interests and learning that are
experiences experiences to responsive to
address the special
learner’s needs of
gender needs, learners
strengths,
interests and
experiences
 Developmental Resources
Needs Needed
Action Plan

(Recommended
Developmental
Intervention) Timelin
Strengths
e
Learning
Objectives of Interventio
the PD n
Program

Planning and Teaching and Plan, manage Select, Year- Learner’s

management learning and implement develop, round data Sheet,
of teaching resources developmentall organize and Trainings
and learning including ICT y sequenced use and
process teaching and appropriate Webinars
learning teaching and
process to learning
meet resources
curriculum including ICT
requirements to address
and varied learning goals
teaching
contexts
 Developmental Resources
Needs Needed
Action Plan

(Recommended
Developmental
Intervention) Timelin
Strengths
e
Learning
Objectives of Interventio
the PD n
Program

Communicati Monitoring and Communicate Monitor and Year- Learner’s

on of evaluation of promptly and evaluate round Monitoring
learner’s learner’s clearly the learner’s Plan,
needs, progress and learner’s progress and Portfolio,
progress and achievement needs, achievement Progress
achievement progress and using learner Report,
to key achievement attainment Individual
stakeholders to key data. Learning
stakeholders Developmen
including t Plan
parents/guardi
ans
 Developmental Resources
Needs Needed
Action Plan

(Recommended
Developmental
Intervention) Timelin
Strengths
e
Learning
Objectives of Interventio
the PD n
Program

Establishmen Engagement of Maintain Guide Year- Parent-

t of learning parents and the learning colleagues to round Teachers
environment wider school environments strengthen Agreement
s that are community in that are relationships Form, Self-
responsive to the educative responsive to with learning
community process community parents/guard Modules and
contexts contexts ians and the Worksheets
wider school
community to
maximize
their
involvement
in the
educative
process
 Developmental Resources
Needs Needed
Action Plan

(Recommended
Developmental
Intervention) Timelin
Strengths
e
Learning
Objectives of Interventio
the PD n
Program

Professional Philosophy of Develop a Apply a Year- PPST

reflection Teaching personal personal round Modules,
and learning professional philosophy of LDM2
to improve improvement teaching that Course
practice plan based on is learner- Modules
own reflection centered.