MODULE 3A

LESSON 1, ACTIVITY 1

Face- to-face (F2F) learning refers to a learning delivery modality where the teacher and
learner/s are physically in one venue There are opportunities for active engagement, immediate
feedback and socioemotional development of learners. It may be conducted in any available
physical learning space.

Distance learning refers to a learning delivery modality where a learner is given materials or
access to resources and he/she undertakes self-directed study at home or in another venue.
Learners engage in independent learning at home or in any physical learning space applicable,
by using learning materials that are accessible either online, stored on CD/DVD/USB Flash drive,
or in printed form, or by viewing TV lessons or listening to radio-based instruction while being
geographically distant from the teacher The teacher supervises and monitors the learner's
progress and provides remediation and enhancement when needed and possible. Assistance
may be provided by a learning facilitator who may be a parent or any member of the family, or a
community stakeholder.

Blended learning refers to a learning delivery modality using a combination of the features of
F2 learning and distance learning. It can be (1) F2F and modular distance learning: (2) F2F and
online distance learning (6) F2F and TV-based instruction/Radio-based instruction; or (4) F2F
and any combination of the other types of distance learning.

Home schooling refers to an alternative learning delivery mode {ADM) that provides learners
with access as to formal education while staying in an out-of-school environment, with parents,
guardians, or tutors specific authorized facilitators instead of classroom teachers. This does not
preclude going to a school on and others. It periods to develop learning competencies that
require the use of laboratory, equipment, uses any oral combination of the various learning
delivery modalities.

Distance Distinguishing Essential Role of Teacher Role of Role of School

Learning Feature Resources parent or
Modality Household
Member
Modular Self-learning Printed Monitors the Support, Communicate with
Distance modules materials progress of the guide and parents.
Learning Self-directed students. encourage the
(MDL) Communicate with learners. Issue printed
parents. materials.
Online Various Internet Facilitates learners Guide the Communicate with
Distance technologies using various learners. parents.
Learning technologies.
(ODL)
TV-Based Supplement Television Facilitates/Broadcast Guide/Support Facilitates/Broadcast
Instruction with Learning Network Schedule of lessons the learners. schedule of lessons
(TVBI) Activity Sheets
View lessons
Radio- Listen to lesson Radio Monitor the learner’s Guide/Direct Facilitates/Broadcast
Based Network progress thru home the learners schedule of lessons
Instruction visit.
(RBI)
Blended Various Internet Monitor the learner’s Guide/Direct Print modules
Distance technologies Blended progress. the learners
Learning printed Materials
materials

ACTIVITY 2
Read two documents: Guidance on Distance Learning and Non-Negotiable Minimum
Requirements for Distance Learning. As you go through the readings, complete the Distance
Learning Matrix. Share your completed matrix at your next LAC Session. Your goal is to come
to a shared understanding with your peers on the different DL modalities and their defining
features and requirements.

Note that when a vaccine is already available and F2F will be allowed by the Inter-Agency
Task Force (IATF) and by the local government unit (LGU) concerned, any of the DL
modalities may be combined with F2F learning to come up with a BL. Learn more about BL in
the Supplementary Handout on Blended Learning Delivery Modalities.
ANSWER:

ACTIVITY 3
Consider the situation in your School/Division—your organizational capabilities, your level of
resources (infrastructure, financial, human), level of experience in DL, health and safety status,
context and capacities of your learners and their households, etc.

Then rank the DL types—MDL, ODL, TVBI, RBI, and BL—from easiest to most difficult to
implement. Give the reasons for your ranking of each. Replicate the following table and write
your answers in your Study Notebook.

Be prepared to discuss your ranking at your next LAC Session.

ANSWER:

Ranking
(1 to 5, from easiest to Type of DL Why?
hardest to implement)
Modular This type has ready modules to be given to the
1 Distance learners and even offline learners can still able to
Learning accomplished the activities.
TVBI Since Television is commonly seen in every
2 household, it can be easily access by the
learnersThey can watch over with the guidance of
their parents. And also, even if there`s no internet
RBI connection
This is easythey can stillrather
to produce learned their
than thelessons
electronic
3 gadgets and is available especially in remote area
where there is poor internet connection

Blended This is quite difficult because not all have the access
4 Distance to internet and the remote places. Learners have the
Learning possibilities not to learn their lessons when Online is
set to studying the lesson or when face to face, the
safety of the leaners is at risk
 Online This for me is the most difficult for not all can able to
5 Distance avail electronic gadgets that learners will need to
Learning attend their classes on line and of course, the need
for stable wifi connection especially those living in
remote area.
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 and share your ideas at your next LAC Session.

Learner Group Targeted Intervention

Learners without parents or household member Ask the assistance of the

who can guide and support their learning at home Committee on Education in
the barangay
Beginning readers (K to 3)
Give a copy of different
Struggling readers (Grades 4-12) reading selections to practice
reading
Printed materials for them to
No access to devices and Internet used and still able to follow
the lessons
Ask assistance to the
Inaccessible (living in remote and/or unsafe areas) LGU/Military to deliver
printed materials

Indigenous Peoples

Teacher initiative or open

Persons with Disabilities communication between
parents and teachers
Others? Specify.

LESSON 2, ACTIVITY 1

1. What is lesson designing or lesson planning?

Lesson designing or lesson planning is the process of determining what learning students school
opportunities in will have by planning the content of instruction, select teaching materials,
designing the learning activities and grouping methods, and deciding and allocation of
instructional time" (Virginia on the pacing Department of Education, No. 42, 2016). Well prepared
as cited in DepEd Order and well planned lessons are fundamental to ensuring the delivery of
quality teaching and learning in schools. In order for the design to be effective, teachers need to
consider the learners characteristics and be responsive to the needs of the learners.
 2. Why is lesson designing important?

Lesson designing helps ensure that:

*time is maximized for instruction and-learning

*lessons are responsive to learners needs
*teachers set learning targets for learners
*teachers carry out a lesson successfully
*teachers master their learning area content
*teachers become more reflective about their teaching
*learners successfully reach the set learning goals

3. What are the 3 elements or components of well-designed lessons

1. Clear lesson objectives.
2. Well selected and logically sequence presentation of learning activities to be ableto meet
the learning objectives.
3. Relevant/appropriate assessment activities.

ACTIVITY 2
The second component of a well-designed lesson asks teachers to select and sequence teaching
and learning activities that would help learners meet the learning objectives. These learning
tasks can be presented (1) before the lesson, (2) during the lesson proper, and (3) after the
lesson.

In your Study Notebook, copy the following table:

Before the Lesson Lesson Proper After the Lesson

1.Review previous lesson 1. Explain, model, 1.Wrap up activities

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

ACTIVITY 3
Lesson design does not end after implementing the lesson. After the delivery of the lesson,
teachers should take time to reflect on what worked well and why, and what could have been
done differently. Identifying successful and less successful activities and strategies would
make it easier to adjust and revise the lesson plan as needed.
In your Study Notebook, copy the components of the Daily Lesson Log (DLL) or Detailed Lesson
Plan (DLP) listed below, then highlight which part/s is/are accomplished after the lesson is
delivered.
Components of the DLL/DLP
I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection

Compare your answer to Lesson 2, Activity 3 Answer Key.

Answer: Reflection
According to DepEd Order No 42, s. 2016 The reflection part of the DLL and DLP should be
filled up after the lesson is delivered.

ACTIVITY 4
Read the handout Designing Lessons in DL. In your Study Notebook, recreate and accomplish
the following table. Then choose one lesson from a Self Learning Module (SLM) for students
that you have on hand. Imagine that you will deliver this lesson to your learners through DL. In
the second column, identify which of these tasks are already present in the SLM. In the third
column, identify which has to be presented via technology-mediated resources, supplementary
learning materials, or other means.

Learning Delivery Modality (select one): ODL / MDL TV/RBI BL Grade Level and
Learning Area: Filipino
Lesson/Topic: Pag-unawa sa Teksto Gamit ang Karanasan
Learning Objectives: Nagagamit ang kaalaman o karanasan sap ag unawa ng
napakinggan/nabasang teksto
Learning Resources/Materials Needed: printed materials

Check if already
Part of Lesson / Learning Tasks
Additional Remarks:
(ex. can be done via voice
calls, can be facilitated
by a household partner,
can be done via a learning
present in the activity sheet, can be
SLM presented via an internet-
based resource, can
be facilitated during a
synchronous learning
session, etc.)

Before the Lesson

/
1. Review previous lesson /
2. Clarify concepts from previous lesson /
3. Present warm-up activities to establish /
interest in new lesson /
4. Check learner’s prior knowledge about the /
new lesson
5. Present connection between old and new
lesson and establish purpose for new lesson
6. State lesson objectives as guide for learners
 Lesson Proper
1. Explain, model, demonstrate, and illustrate /
the concepts, ideas, skills, or processes that
students will eventually internalize /
2. Help learners understand and master new
information /
3. Provide learners with feedback /
4. Check for learners’ understanding

Answer the following questions in your Study Notebook:

1. For learning tasks not found in the SLM you examined, what materials or resources can
you create or curate to supplement the SLM?
2. What kind of additional support can you give: a) the learner, and/or b) the household
partner so that they are guided throughout the lesson?
3. How can the teacher gather feedback on the different learning tasks, in order to refine or
modify current and future lessons?

Be ready to share your answers for Activity 4 when you meet with your LAC group after
completing this module.

Answers:
1. Activity sheets which will be given to learners as part of their enrichment to support learning
activities
2. The parents will be given Parents` Guide as their support as learners accomplish their
printed materials
3. Parents will be given feedback sheets and submit to the teacher upon submission of
accomplished modules.

ACTIVITY 5

Formative Assessment Summative Assessments

Asessment for learning
to make discussions and
the lesson may be integrated
in all parts of the lesson before
the lesson proper and after
the lesson results must be
assessments of learning :to measure if
the students met performances and
Learners may be
assessed individually content standards .
or collaboratively
Should promote self -
done after the lesson/end of the
reflections and quarter
personal accountability
results enable teachers to describe
among students about

recorded to study the patterns

their own learning how will the sutdents learned the
May be written work
or a performance task
standards/competencies for a
of learning demonstrated by the
given quarter, which are then
students but should not be used as
refelcted in the class
the basis for grading
ACTIVITY 6
There are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy Guidelines
on Classroom Assessment to see examples such as games, quizzes, and interviews. These
methods that are commonly used in the classroom may be modified to be suitable for DL.

Which assessment methods can you adapt in DL considering the content area that you are
teaching? In your study notebook, recreate the following table and list five methods that you
would like to try. For each one, write how you plan to use it in DL.

Assessment
How to Adapt the Assessment Method in DL
Method

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

1.Poem I will send via messenger in our group chat a copy of a poem and let them
Analysis interpret it through drawing.

2.Games I will prepare words with missing letter for them to complete it before the
discussion starts and send to them via messenger thru group chat.

3.Enrichment I will give a 5-item quiz before the start of the class and gather their
Activities answers. I will collate the incorrect answer and that will be the basis for my
discussion.

4. Creative I will give 5 questions to assess the students learning.

writing

5.Picture I will send picture via messenger and gather all their answers about this
Analysis which will be the basis of my discussion.

Be ready to share your output when you meet with your LAC group after completing this
module. Try to answer these questions with your colleagues:

1. What assessment methods are common among the group members?

2. What are the challenges in doing assessment in DL?
3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?

Questions True False

1. A portfolio mainly displays the academic achievements of

the learner.
✔
2. Testimonies of parents/guardians and learning facilitators
regarding the learner’s progress may be included in a
portfolio. ✔
3. There is a fixed list of items that should be included in a
portfolio. ✔
4. The teacher can only comment on a learner’s portfolio. ✔
5. For asynchronous learning, teachers allow learners to
work on their outputs during their own time. The latter will
submit the portfolio within the schedule that the teachers
set. ✔
6. The learners may submit, store, and manage their
portfolio via file sharing programs or they may submit the
actual softcopies of their work saved on a CD/DVD/USB flash
drive. ✔
7. Portfolios of DL learners with outputs in hard copies or physical
forms may be handed over to the teacher by the parents or
learning facilitators.
✔

ACTIVITY 7
Sample learning outputs obtained from different assessment methods may be collected to
build a learner’s portfolio. Read Guidelines on the Preparation of Portfolio and e-Portfolio to
find out how to construct and use it.

After reading the references, answer the following quiz to check your understanding about
using a portfolio to assess the learner.
Check out the Lesson 2, Activity 7 Answer Key to see how well you did.

LESSON 3, ACTIVITY 1

1. These are the knowledge, understanding, demonstrate skills, and attitudes that learners
need to in every lesson and/or learning task.
Answer: c) learning competencies

2. These are the formative learning opportunities given to learners to engage them in the
subject matter and to enhance their understanding of the content.
Answer: d) learning task

3. This refers to the prescribed subject that learners take.

Answer: a) learning area preferred by the

4. This refers to the method of submission of learning outputs learner/parent based on their
context.
Answer: b) mode of delivery

ACTIVITY 2:
Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-00162
which discusses what WHLPs and Individual Learning Monitoring Plans (ILMPs) are.
After that, view the three Sample Weekly Home Learning Plans.
Now, based on what you have read, create a WHLP for your class. Take note of the
following when creating your WHLP:
• For grade levels where learning areas are taught by different teachers,
coordinate, plan, and discuss the WHLP with the learning area teachers.
• Adjustments should be made on the timeframe for accomplishing the learning
tasks if there are any suspensions of classes due to calamities (DepEd,
2020).
 Enjoyable learning activities scheduled on Saturdays such as designing portfolios,
should also be reflected in the WHLP.

• Be guided by the recommended screen time for learners set by the American
Academy of Pediatrics (AAP) and the World Health Organization (WHO) which are
as follows:
» Key Stage 1 (K to 3) – at most one hour daily for Kindergarten and one hour to 1.5
hours for Grades 1 to 3
» Key Stage 2 (Grades 4 to 6) – up to two hours
» Key Stage 3 (Grade 7 to 10) – up to two hours for Grades 7 and 8 and up to four
hours (two in the morning and the other two in the afternoon) for Grades 9 and 10
» Key Stage 4 (Grades 11 to 12) – at most four hours (2 hours in the morning and the
other 2 hours in the afternoon)
Share your prepared WHLP during your LAC Session.
SAMPLE WEEKLY HOME LEARNING PLANS

Sample Weekly Home Learning Plan for Modular Distance Learning

Developed by Anna Falcon of DepEd-BLD

Weekly Home Learning Plan for Grade 10

Week 1, Quarter 1, October 5-9-, 2020
Day & Learning Area Learning Competency Learning Tasks Mode of Delivery
Time

8:00 - 9:00 Wake up, eat breakfast, prepare yourselves for a great day!

9:00 - 9:30 Have a short exercise/meditation

Monday

9:30 - 11:30 Araling Panlipunan Nasusuri ang kahalagahan ng pag-aaral ng Araling Panlipunan Module Personal submission by the
kontemporaryung isyu 1, Lesson 1 parent to the teacher in school
Quarter I, Week 1

1:00 - 3:00 Edukasyon sa Natutukoy ang mataas na gamit ng tungkulin ng isip EsP Module 1, Lesson 1 Personal submission by the
Pagpapakatao at kilos-loob Quarter I, Week 1 parent to the teacher in school

Tuesday

9:30 - 11:30 Filipino Naiuugnay ang mahahalagang kaisipang nakapaloob Filipino Module 1, Lesson 1 Personal submission by the
sa binasang akda sa sariling Quarter I, Week 1 parent to the teacher in school
karanasan,pamilya,pamayanan,lipunan at daigdig

1:00 - 3:00 English Identify real or make-believe, fact or non-fact English Module 1, Lesson 1 Personal submission by the
images. Quarter I, Week 1 parent to the teacher in school

Wednesday

9:30 - 11:30 Mathematics The learner generates Mathematics Module 1, Personal submission by the
 Day & Learning Area Learning Competency Learning Tasks Mode of Delivery
Time

Lesson 1 and Lesson 2 parent to the teacher in school

Quarter I, Week 1

1:00 - 3:00 Science Describe and relate the distribution of active Science Module 1, Lesson 1 Personal submission by the
volcanoes,earthquakes,epicenters and major Quarter I, Week 1 parent to the teacher in school
mountain bites to Plate Tectonic Theory

Thursday

9:30 - 11:30 TLE: Tour Guiding Access specific relevant information from Tour GuidingModule 1, Personal submission by the
appropriate resources Lesson 1 parent to the teacher in school
Quarter I, Week 1

1:00 - 3:00 MAPEH (one Music: Describe distinct musical elements of given Music Module 1, Lesson 1 Personal submission by the
component per week) pieces on the 20th century style Quarter I, Week 1 parent to the teacher in school

Friday

9:30 - 11:30 Revisit all modules and check if all required tasks are done.

1:00 - 4:00 Parents/Learners meet to return all modules and answer sheets for the week and get new modules to be used for the following week.

4:00 Family Time

onwards

Note: Under the Learning Task column, write the title of the module, the tasks (consider all parts) in the module and the teacher may prepare a checklist of the
module’s parts for additional monitoring guide for both teacher and the learner.
Sample Weekly Home Learning Plan for Blended Distance Learning
Developed by Glenda Granadozin of DepEd-BLD
Source: DepEd Memorandum DM-CI-2020-00162

Weekly Home Learning Plan for Grade 7

Week 1, Quarter 1, September 7 - 11, 2020
Day & Learning Area Learning Competency Learning Tasks Mode of Delivery
Time

8:00 - 9:00 Wake up, make up your bed, eat breakfast, and get ready for an awesome day!

9:00 - 9:30 Have a short exercise/meditation/bonding with family.

Monday

9:30 - 11:30 Mathematics Illustrate well-defined sets, subsets,
universal sets, null sets, cardinality
of sets, union and intersection of
sets, and the difference of two sets.
From the SLM, consider the following sets: The parent can drop the
U = {a,b,c,d,e,f,g,h,i} output in the assigned drop-
A = {a,b,c,d,e,f,g} box in school on the
B = {set of vowels} scheduled date of submission
C = {consonants} before the month ends.
D = {a,b,i,j}
E = {f,a,c,e}

Present the following using a Venn diagram.

1. Intersection of B and C
2. Union of D and E
3. Intersection of B, D, and E
4. A-D
5. (A intersection E) minus D

Answer the following:

Day & Learning Area Learning Competency Learning Tasks Mode of Delivery
Time

1. What is the cardinality of Set B?

2. List down all the subsets of B.

11:30 - 1:00 Lunch Break

1:00 - 3:00 Filipino Nahihinuha ang kaugalian at
kalagayang panlipunan ng lugar na
pinagmulan ng kuwentong bayan
batay sa mga pangyayari at usapan
ng mga tauhan.
Mula sa SLM, basahin ang “Alamat ng Lawa Ang magulang ang
ng Paoay” na matatagpuan sa magpapasa ng output sa drop-
https://mgakwentongalamatsapilipinas.blogsp box na nasa eskuwelahan sa
ot.com/ petsa ng pagpasa bago
Sagutin ang mga sumusunod na tanong: matapos ang buwan.
1. Tungkol saan ang alamat?
2. Anong mga ugali ang ipinakita ng
mga tauhan sa alamat?
3. Sa paanong paraan natamo ang parusa
o gantimpala ng mga tauhan sa
alamat?

Panoorin ang video clip na matatagpuan sa

https://www.youtube.com/watch?v=VkDDyt
7NlUk&t=13s
Sagutin ang mga sumusunod na tanong:
1. Tungkol saan ang video?
2. Anong ugali ng tauhan ang ipinakita
sa video clip?
3. Paano nakaaapekto sa tauhan ang
kasalukuyang kalagayan sa kanyang
paniniwala? Paano ito nagbago?

Susing salita: kultura, tradisyon, kalagayang

panlipunan

Tuesday
Day & Learning Area Learning Competency Learning Tasks Mode of Delivery
Time

9:30 - 11:30 Science Describe the components of a From the SLM, an informative text The parent can drop the
scientific investigation. explaining the process of scientific output in the assigned drop-
investigation (definition, types, components, box in school on the
and examples) is given to the learner through scheduled date of submission
the school LMS. Answer the following before the month ends.
questions:
1. Given 2 scenarios of scientific
experiments, identify and describe the
component/s of scientific
investigation that were used.
2. Given a science problem, design your
investigation by providing the
possible steps (components) in
scientific investigation that will help
you solve the problem.

Keywords: scientific method, hypothesis,

variable, observation, prediction, conclusion

11:30 - 1:00 Lunch Break

1:00 - 3:00 Edukasyon sa Natatanggap ang mga pagbabagong
Pagpapakatao nagaganap sa sarili na may pagtataya
sa mga kilos tungo sa maayos na
pagtupad ng kanyang mga tungkulin
bilang nagdadalaga/nagbibinata.
Mula sa SLM, gawin ang mga sumusunod: Ang magulang ang
1. Magdikit ng iyong larawan sa magpapasa ng output sa drop-
kwaderno; ilarawan ang iyong sarili box na nasa eskuwelahan sa
at isulat ito sa baba ng iyong larawan. petsa ng pagpasa bago
2. Isulat ang mga pagbabagong sa iyo matapos ang buwan.
mula pagkabata hanggang sa
kasalukuyan. Anu-ano ang mga
napansin mong pagbabago?

Kapanayamin ang dalawa hanggang tatlong

kakilala na tulad mo ay nagdadalaga o
nagbibinata. Ang paksa ay tungkol sa paraan
Day & Learning Area Learning Competency Learning Tasks Mode of Delivery
Time

ng paglinang ng mga angkop na inaasahang

kakayahan at kilos sa panahon ng
pagdadalaga o pagbibinata. Bigyang puna
ang mga paraan ng kanilang paglinang ng
mga inaasahang kakayahan at kilos batay sa
natutunan mo sa pamamagitan ng isang
liham. Gawin ang panayam gamit ang
Facebook Messenger.

Wednesday

9:30 - 11:30 English Identify real or make-believe, fact or From the SLM, accomplish and answer the The parent can drop the
non-fact images. following: output in the assigned drop-
1. Watch a slideshare presentation of box in school on the
“Real and Make-Believe” found here: scheduled date of submission
https://www.slideshare.net/donnawki before the month ends.
nder/real-or-makebelieve
2. Determine whether the following are
considered real or make-believe:
a. people
b. monsters
c. dwarfs
d. air
e. superheroes
f. Maria Makiling
g. siblings
h. astronauts
i. Filipino mythical creatures
j. earthquake

3. Think of 5 real and 5 make-believe

images. Complete the chart below:
Day & Learning Area Learning Competency Learning Tasks Mode of Delivery
Time

Real Make-Believe

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

4. Read the epic Biag ni Lam-ang

through this URL:
https://www.unesco-
ichcap.org/eng/ek/sub3/pdf_file/doma
in1/001_Biag_ni_Lam-ang_Epic.pdf

Do you think everything in the story

could actually happen? Why or why
not?

11:30 - 1:00 Lunch Break

1:00 - 3:00 TLE: Beauty Care Explain basic concepts in Beauty From the SLM, The parent can drop the
Care (Nail Care) Services 1. Watch the video found in this URL: output in the assigned drop-
https://youtu.be/KJ3B7-juToI box in school on the
2. Request your parent or sibling to take scheduled date of submission
a video of yourself while explaining before the month ends.
the basic concepts of beauty care
Day & Learning Area Learning Competency Learning Tasks Mode of Delivery
Time

based on the video that you watched.

If possible, show pictures or actual
representations while explaining the
concepts.

Thursday

9:30 - 11:30 Araling Panlipunan Naipaliliwanag ang konsepto ng
Asya tungo sa paghahating
heograpiko: Silangang Asya, Timog-
Silangang Asya, Timog-Asya,
Kanlurang Asya, Hilagang Asya, at
Hilaga/Gitnang Asya.
Mula sa iyong SLM, gawin ang mga The parent can drop the
sumusunod: output in the assigned drop-
1. Panoorin ang lecture video tungkol sa box in school on the
paghahating heograpikal ng Asya: scheduled date of submission
https://www.youtube.com/watch?v=g before the month ends.
40GvRLAOCk&fbclid=IwAR0jLLce
d7TFn4H2UzJiCfLCp12b9QeTfgk7Jt
iE-EbtbhtAuVV00uRNFKE
2. Kulayan ang mapa ng Asya ayon sa
pagkakahati ng heograpiya nito.
Sundin ang mga panuntunan sa kulay:
a. Silangang Asya – pula
b. Timog-Silangang Asya –
bughaw
c. Timog-Asya – dilaw
d. Kanlurang-Asya – berde
e. Hilagang-Asya – kahel
f. Hilagang Gitnang Asya – lila
3. Gumawa ng maikling comic strip na
nagpapaliwanag ng paghahating
heograpiko ng Asya.

11:30 - 1:00 Lunch Break

1:00 - 3:00 Music Describe the musical characteristics From your SLM, accomplish the following: The parent can drop the
(one of representative music selections output in the assigned drop-
Day & Learning Area Learning Competency Learning Tasks Mode of Delivery
Time

MAPEH from the lowlands of Luzon after 1. Listen/watch the following videos of box in school on the
component listening sample lowland music in Luzon via scheduled date of submission
per week) YouTube: before the month ends.
a. https://www.youtube.com/wat
ch?v=kJBudtMXaTI
b. https://www.youtube.com/wat
ch?v=gVZgJGC8u2k
c. https://www.youtube.com/wat
ch?v=4EY4Gc0poMw
d. https://www.youtube.com/wat
ch?v=SaRJCG4MWjY
e. https://www.youtube.com/wat
ch?v=na09LxbeCg0
2. Describe the musical characteristics
of the sample music heard/watched.

Keywords: lowland Luzon, folksong,

haran/kundiman

Arts Analyze elements and principles of
art in the production of one’s arts
and crafts inspired by the arts of
Luzon (highlands and lowlands)
From the SLM, accomplish the following:
1. Using a Venn diagram, analyze the
similarities and differences of the
following art forms in terms of: (1)
principles of design; (2) arts elements
The parent can drop the
output in the assigned drop-
box in school on the
scheduled date of submission
before the month ends.

A. Sculptures of Cordillera vs. Paete

Weaving Designs of Cordillera and
Ilocos

Physical Education Set goals based on physical fitness (Assumption: Learners have finished their The parent can drop the
assessment results personal fitness test.) output in the assigned drop-
box in school on the
Day & Learning Area Learning Competency Learning Tasks Mode of Delivery
Time

From the SLM, write a Personal Contract scheduled date of submission

based on the results of PF Test, using the before the month ends.
following template:

I, ______________, agree to increase my

physical activity/ies particularly in ____for
_____days per week. I will begin this
program on ______ to reach my final goal by
_________.

My plans for increasing my Pas:

a.__________________________
b.__________________________

Signed:
Date:

Witness:
Date:

Health Explain the dimensions of holistic
health (physical, mental/intellectual,
emotional, social, and moral-
spiritual)
From the SLM, create a visual representation The parent can drop the
of a healthy Grade 7 learner through drawing. output in the assigned drop-
box in school on the
scheduled date of submission
before the month ends.

Friday

9:30 - 11:30 Self-Assessment Tasks; Portfolio Preparation, e.g., Reflective Journal; Other Learning Area Tasks for Inclusive Education

11:30 - 1:00 Lunch Break

 Day & Learning Area Learning Competency Learning Tasks Mode of Delivery
Time

1:00 - 4:00 Self-Assessment Tasks; Portfolio Preparation, e.g., Reflective Journal; Other Learning Area Tasks for Inclusive Education

4:00 Family Time

onwards

Note: Under the Learning Task column, write the title of the module, the tasks (consider all parts) in the module and the teacher may prepare a checklist of the
module’s parts for additional monitoring guide for both teacher and the learner.
Sample Weekly Home Learning Plan for Online Distance Learning
Developed by Anna Falcon of DepEd-BLD

Weekly Home Learning Plan for Grade 7

Week 1, Quarter 1, September 7 - 11, 2020
Day & Learning Area Learning Competency Learning Tasks Mode of Delivery
Time

8:00 - 9:00 Wake up, make-up your bed, eat breakfast, and get ready for an awesome day!

9:00 - 9:30 Have a short exercise/meditation/bonding with family.

Monday

9:30 - 11:30 Araling Panlipunan Naipaliliwanag ang konsepto ng Asya tungo sa Araling Panlipunan Module Online submission through
paghahating heograpiko: Silangang Asya, Timog- 1, Lesson 1 Google Classroom
Silangang Asya, Timog-Asya, Kanlurang Asya, Quarter I, Week 1
Hilagang Asya, at Hilaga/Gitnang Asya.
Also watch the following:
https://www.youtube.com/wa
tch?v=7I6DSZ6Wq1E

https://www.youtube.com/wa
tch?v=aMsgM7ZZB9I

1:00 - 3:00 Edukasyon sa Natatanggap ang mga pagbabagong nagaganap sa EsP Module 1, Lesson 1 and Isumite gamit ang Google
Pagpapakatao sarili na may pagtataya sa mga kilos tungo sa Lesson 2 Forms
maayos na pagtupad ng kanyang mga tungkulin Quarter I, Week 1
bilang nagdadalaga/nagbibinata.
Sagutan ang mga Gawain 1 at
2 na makikita sa Google
Forms

Tuesday
Day & Learning Area Learning Competency Learning Tasks Mode of Delivery
Time

9:30 - 11:30 Filipino Nahihinuha ang kaugalian at kalagayang panlipunan Filipino Module 1, Lesson 1 Submit essay to the teacher
ng lugar na pinagmulan ng kuwentong bayan batay Quarter I, Week 1 via e-mail
sa mga pangyayari at usapan ng mga tauhan.

1:00 - 3:00 English Identify real or make-believe, fact or non-fact English Module 1, Lesson 1 Online submission through
images. Quarter I, Week 1 Google Classroom

Wednesday

9:30 - 11:30 Mathematics Illustrate well-defined sets, subsets, universal sets, Mathematics Module 1, Online submission through
null sets, cardinality of sets, union and intersection Lesson 1 and Lesson 2 Google Classroom
of sets, and the difference of two sets. Quarter I, Week 1

Virtual discussion via Google

Meet at 10:00 - 11:00

1:00 - 3:00 Science Describe the components of a scientific Science Module 1, Lesson 1 Online submission through
investigation. Quarter I, Week 1 Google Classroom

Watch the following:

https://www.youtube.com/wa
tch?v=1jPhaj2T3t0

Thursday

9:30 - 11:30 TLE: Beauty Care Explain basic concepts in Beauty Care (Nail Care) Beauty Care Module 1, Online submission through
Services Lesson 1 Google Classroom
Quarter I, Week 1

Also watch Tools for NCS at:

https://www.youtube.com/wa
tch?v=KJ3B7-juToI
 Day & Learning Area Learning Competency Learning Tasks Mode of Delivery
Time

1:00 - 3:00 MAPEH (One Music: Describe the musical characteristics of Music Module 1, Lesson 1 Online submission through
component per week) representative music selections from the lowlands of Quarter I, Week 1 Google Classroom
Luzon after listening
Watch the following:
https://www.youtube.com/wa
tch?v=taG1aMDF_5k

Friday

9:30 - 11:30 Revisit all modules and check if all required tasks are done.

1:00 - 4:00 Parents/Learners Meet to return all modules and answer sheets for the week and get new modules to be used for the following week.

4:00 Family Time

onwards

Note: Under the Learning Task column, write the title of the module, the tasks (consider all parts) in the module and the teacher may prepare a checklist of the
module’s parts for additional monitoring guide for both teacher and the learner.
 ACTIVITY 3:
Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-2020-00162. After you
read the guidelines on creating an ILMP, copy and fill out the table below in your Study
Notebook to see how the ILMP differs from the WHLP.

Weekly Home Learning Plan Individual Monitoring Plan (IMP)

(WHLP)
Purpose A tool to guide learners and A tool for monitoring learners who lag
learning facilitators or household behind on the results of their
partners in tracking the subject formative and summative
areas to be tackled and activities assessments.
to perform at home

For whom? Learners and learning facilitator Teachers and learning facilitator or
or household partners household partners

Components Learning area, learning Learner’s needs, intervention

competencies, learning tasks, strategies, monitoring date, learners
mode of delivery status

Has to be communicated to Yes Yes

parents?

ACTIVITY 3

Questions True False

/
1. A portfolio mainly displays the academic achievements of the
learner.

Correct statement: A learning portfolio demonstrates not just the

academic achievements but also the effort well put forward by the
learner as the progress in achieving learning outcomes.

2. Testimonies of parents/guardians and learning facilitators /

regarding the learner's progress may be included in a portfolio.

3. There is a fixed list of items that should be included in a portfolio.

Correct statement: There is no hard and fast rule that states a clear
list of /
items that should be included in a portfolio, as it depends upon the
and students’ requirements of the learning area. Teachers,
administrators, include in (and what to even parents) may decide
collectively on student outputs, portfolios, which assessment
criteria to use, how to evaluate result. and what to expect from the
end
 4. The teacher can only comment on a learner's portfolio. /

Correct statement: The teacher must address the students'

learning and
encourage self-assessment through their work samples. The
Leaners may also be allowed to view and comment on their peers'
portfolios.
5. For asynchronous learning, teachers allow learners to work on /
their
outputs during their own time. The latter will submit the portfolio
within
6.
the The
schedule learners the
that file set. /
teachers sharing
may submit, store, and manage their portfolio via
programs saved or they may submit the actual softcopies of their
work on a CD/DVD/USB flash drive.

/
7. Portfolios of DL learners with outputs in hard copies or physical
forms may be handed learning over to the teacher by the parents
or
facilitators.

ACTIVITY 4
Assume that after going through the outputs submitted by your learners, one of them has
problems completing the learning tasks for the first two weeks. Think of a possible difficulty the
learner may have encountered in accomplishing the learning tasks. Apply what you have
learned about ILMPs in Activity 3 and create an ILMP for that particular learner who lags
behind. Read and use the Individual Learning Monitoring Plan Template. Consider the
components of the ILMP that were described in Activity 3.

Share the ILMP that you made for that specific learner during your next LAC Session.