Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Division of Rizal
Rodriguez Sub-Office
SOUTHVILLE 8C ELEMENTARY SCHOOL

MODULE 2 OUTPUTS

UNPACKING OF MELCS
K to 12 MEL
Learning Cs
Competenci
es
Distinguish how spore-bearing
Merged/Clustered and cone-bearing plant reproduce.
Discuss the interaction among
living-things and non-living things
Discuss the interaction among
in tropical rainforest, coral reefs
living things and non-living things
and mangrove swaps.
in tropical rain forest, coral reefs
and mangrove swamps.
Describe theappearance and
Describe the appearance and uses
Retained uses uniform and-uniform uniform and non-uniform mixture.
mixture..
Tell the benefits of separating
Dropped mixtures from products in N/A
community.

COMBINING MELCS
QUARTER 1 CONTENT PERFORMANC MELC’s
STANDARD E STANDARD
I Ang bata ay nagkakaroon ng Ang bata ay 1. Nakikilala ang sarili
pag-unawa sa konsepto ng mga nakapagpapamalas ng (SEKPSE-OO-1)
sumusunod na batayan upang tamang pagkilos sa
lubos na mapahalagahan ang lahat ng pagkakataon na
sarili. may paggalang at 2. Nakikilala ang
pagsasaalang-alang sa pangalan at apelyido
sarili at sa iba (SEKPSE-la-1.1)
3. Nakikilala ang kasarian.
(SEKPSE-lb-1.2)

4. Nakikilala ang
gulang/kapanganakan
(SEKPSE-lc-1.3)

5. Use the proper

expression in introducing
oneself e.g I am/My name is
___________. (SEKPSE-llc-1.4)
.
 Targeted Learner Interventions
Learner Group
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
TARGETED INTERVENTIONS
Make a weekly supervisory plan for them and
check their module and activity sheets
Communicate to respective teacher on what to do
through text, call, chat on Facebook messenger.
Also ask co-parenting around your area.
Provide them materials that will suited to their
learning ability
Communicate with parents for a reading warrior
(volunteer) to help the school in implementing the
BR-B4 (Blue Rizal: Barangayan para sa Bawat Bata
Bumabasa).
Provide them materials that will suited to their
learning ability
Communicate to the previous teacher and
parents. Include them to the reading remediation
under BR-B4.
Provide all the learning package like module,
worksheets.

Inaccessible (living in remote and/or unsafe areas)
Persons with disabilities
Learning Tasks for Distance Learning
Communicate with LGU to have free access Wifi in
the community there is what we call
Montalban-Connect project.
Provide them modules and making sure to check
their work weekly
Look for a LR mover volunteer to access the
inaccessible areas of the community.
Provide them the learning materials that are
suited to them. Communicate with parent and let
them attend on a seminar on psychosocial
approach. Also in retrieval of modules they are
included in LR Pasabay.
 Before During After

● Review previous lesson ● Provide learners with ● Wrap up activities

● Clarify concepts from previous feedback ● Emphasize key information and
lesson ● Check learners’ concepts discussed
● State lesson objectives as guide understanding ● Assess whether lesson has been
for learners ● Explain, model mastered
● Present connection between old demonstrate and ● Transfer ideas and concepts to
and new lesson and establish illustrate Check new situation.
purpose for new lesson. learner’s prior ● Check learner’s prior knowledge
knowledge about the about the new lesson.
new lesson.
● The concepts ideas,
skills, or processes of
the students.
● Present warm-up
activities to establish
interest in new lesson

ASSESSMENT METHODS IN DISTANCE LEARNING

 How to Adopt the Assessment
Assessment Method
Method in Distance Learning?

Learners will be given with weekly

Formative Assessments of the Self-Learning Modules,
Activity Sheets, & Learning Exemplars
Portfolio Making
Project Making/Performance Assessment
Journal Reflection Assessment
self-learning modules, to answer in a
weeklong span. Learners will need to
accomplish the learning tasks in a period of
time. After accomplishing all the learning
activities, their parents will submit it to the
designated Kiosk strategically located in
their respective barangay.
Learners will be instructed to compile all
their outputs per learning area. Every
learner should have to submit a learning
output portfolio wherein learner’s reflection
is attached to it for the teacher to determine
an authentic response towards what the
pupils learned. In assessing the portfolio of
every learner, the teacher should use rubrics
to further assess and evaluate learner’s
understanding on the lessons given.
Learners will be instructed on project or
performance to be done in a particular
lesson especially when the lesson requires
performance output or a project output.
Learners’ outputs will be assessed and
evaluated using rubrics
Learners will be required to submit a journal
reflection in every lesson given to them.
Learners’ reflection will be submitted to
their teachers. Rubrics will be used to
evaluate learners’ journal reflections.

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Division of Rizal
Rodriguez Sub-Office
SOUTHVILLE 8C ELEMENTARY SCHOOL
 WEEKLY HOME LEARNING PLAN
Grade 1
Week 2 Quarter 1
October 12-16, 20202

Day & Learning Learning

Learning Tasks Mode of Delivery
Time Area Competency
8:00 – 9:00 Paggising, pagtulong sap ag-aayos ng higaan, pag aalmusal,
paglilinis ng sarli
9:00 - 9:30 Pagsasagawa ng mga karagdagang Gawain bago simulant ang
pag-aaral.
Ipasa ang output
Lunes MTB Naibibigay -Sagutin ang mga o sagot ng mga
ang unang Gawain. mag-aaral ng
letra o kanilang
tunog ng Panuto: isulat sa magulang sa
mga salita. inyong kuwaderno paaralan ayon sa
ang isang itinakdang araw
at oras ng guro.
pangalan ng
bagay, tao, hayop
● Sa
o pangyayari na pagpunta
nagsisimula sa mga ng mga
letra na nakasulat magulang
sa kahon. Sundan sa paaralan
Martes ang unang ay mahigpit
na
MTB halimbawa.
ipatutupad
ang
Z-zipper minimum
E- I- health
S- protocols
Naibibigay F- A- ng DOH at
ang unang IATF.
O-
letra o
T- V-
tunog ng
mga salita. C-
 B- U-
D-

Panuto: sundan ang

mga nasusulat na
Miyerkule hakbang para
s
mabuo ang
MTB
Gawain o awtput.
1. Kumuha ng
isang
pirasong
papel
2. Tupiin ito ng
pirasong
papel
Naibibigay 3. Kulayan ang
ang unang magkabilang
letra o bahagi ng
tunog ng
kulay asul.
mga salita.
4. Gumuhit ng
HUWEBES
araw sa
bahagi ng
MTB papel na
may kulay .
5. Lagyan ng
pangalan.
BIYERNES
Panuto: basahin ang
mga sumusunod na
salita. Uliting bigkasin
MTB ang tunog ng mga
Naibibigay unang letra.
ang unang
letra o Amo itlog
tunog ng Masa laso
Sasa mama
mga salita.
Mesa nanay
Gamit kahon

Panuto: basahin
ang mga
nakatakdang
Gawain. Sundin ito.
1. Isulat sa
inyong
kwaderno
ang
pangalan ng
iyong
magulang at
mga kapatid.
2. Isulat ang
mga unang
letra ng
bawat
pangalan.
 3. Basahin ito ng
dalawang
beses.
4. Magsulat ng
isang salita
na
nagsisimula
sa parehas
ng letra.

Panuto: tingnan
ang mga larawan
simula sa unang
pahina ng modyul
hanggang sa
pahina na ito.
1. Isulat ang
mga
pangalan ng
mga larawan.
2. Isulat ang
unang letra.
3. Bigkasin at
basahin ang
nakasulat ng
letra.
 INDIVIDUAL LEARNING MONITORING PLAN FOR A STUDENT
WHO LAGS BEHIND IN COMPLETING THE LEARNING TASKS
Learner’s Name: KELVIN RONDINA
Grade Level: ONE
Learner’s Status
Intervention Significa
Learning Learner’s
Strategies Monitoring Date Insignificant nt
Area Needs Mastery
Provided Progress Progres
s
Struggles to
MTB read with a. seek help October 12-30, /
fluency and from a 2020
comprehension capable
immediate
family
member to
help the
learner in
answering
the
learning
modules
 b. give
sufficient
time for
the learner
to
accomplis
h the
learning
modules
c. scheduled
home
visitation
of the
teacher to
help the
learner in
answering
the
activities in
the
learning
modules.
d. make and
provide
learning
activities
suited to
his pace of
learning
e. if possible,
the
teacher
provides
direct
guidance
and
supervisio
n in the
completion
of the
learner

Learner is not making significant progress in a timely manner. Intervention strategies need to be
Intervention
revised.
Status
Learner is making significant progress. Continue with the learning plan.

Learner has reached mastery of the competencies in learning plan.

 OUTPUT FOR MODULE 3-B

RAPID ASSESSMENT OF LEARNING RESOURCES

Is the LR Material YES NO Cannot be determined

1. Connected and ̸
relevant to the
MELCs?

2. easy to reproduce ̸
and/or disseminate?

3. from a credible ̸
source/author?
 4. culture- and ̸
gender-fair?

5. free from red flags ̸

on possible
copyright and
plagiarism issues?

6. 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.

OUTPUT FOR MODULE 3-B

 RAPID ASSESSMENT OF LEARNING RESOURCES

Is the LR Material... YES NO Cannot be determined

7. Connected and relevant to the MELCs? /

8. Appropriate to the grade level and learner /

characteristics in terms of language, activities?

9. easy to reproduce and/or disseminate? /

10. from a credible source/author? /

11. culture- and gender-fair? /

12. free from red flags on possible copyright and /

plagiarism issues?

13. the layout and format easy to read and pleasing /

to the eyes?

Reflection Questions:
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.

REFLECTIONS
SELF-LEARNING MODULE IN MTB 1

The Self-Learning Module in MTB 1 that I downloaded was developed by

the Department of Education which is the primary learning resource materials
to be utilized by Grade 1 learners across the country in the new normal. This
SLM in MTB 1 is K to 12 compliant, based from the MELCs and passed the
ADM Learning Resources Standards. This means that this SLM in MTB 1 was
designed to cater the needs of our learners on what they should essentially
need to learn now that face-to-face learning is not possible because of the
health risks brought about by Covid 19.

As I go through the indicators and as I answered the Rapid Assessment

of Learning Resources that in this case, the SLM in MTB 1 was evaluated. I
have two indicators that I think brought some minor issues. First is “easy to
reproduce and/or disseminate.” We cannot deny the fact that no matter how
complete the SLMs, still we are challenged on the mass production of SLMs
because this requires huge budget allocation. Scarcity fund is a problem in
order to reproduce these self-learning modules. Second is “free from red flags
on possible copyright and plagiarism issues.” The development of SLMs
includes the use of suited references; however SLMs writers might not be able
to properly cite the references they used. So, the issue of copyright
infringement is a great challenge for the SLMs writers.

The procedure in selecting appropriate SLMs is fundamental in securing

better learning outcomes and teachers have big significant roles in the
selection of appropriate learning resource materials to be used in their
teaching. Relatively, this process had helped me a lot.

As I go through this SLM review in MTB 1, I was enlightened that one of

the essential roles of a teacher is to look and study carefully the most
appropriate learning resource materials he will be using. It is his responsibility
to scrutinize carefully the learning resource materials he will be using because
if he does, there will be significant learning outcomes for our children despite
this global health pandemic.
 OUTPUT FOR MODULE 4
INDIVIDUAL DEVELOPMENT PLAN

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

Applying knowledge Align the lessons To model the Equip myself and Whole school Webinars
and content within with the targeted effective familiarize the year
and across concepts stated applications of learning
curriculum teaching in the MELC. content competencies
areas. knowledge stated in the
within and MELC.
across
curriculum
teaching areas.
Using a range of Evaluate the use Model a Study or search Year - round Internet
teaching strategies and development comprehensive new strategies to
webinars
that enhance learner of teaching selection of be used in this
achievement in strategies that effective new normal and
literacy and promote learner teaching in different
numeracy skills. achievement in strategies that modalities.
literacy and promote learner
numeracy skills. achievement in
literacy and
numeracy skills.

Enhance skills in
Needs assistance using various Attending
Ability to work
on and necessary webinars, LAC
collaboratively in Whole year round School funds
technology-related technologies sessions about
groups
work used in different the use of ICT
LDMs