LDM2 Module 3A Activies

Republic of the Philippines
Department of Education
Region IV-A CALABARZON
DIVISION OF BATANGAS
District of Malvar
LUTA ELEMENTARY SCHOOL
MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT

LEARNING DELIVERY MODALITIES
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
ACTIVITY 1
Do a quick check of your knowledge of the four modalities prescribed in the LCP—face- to-face
(F2F) learning, DL, blended learning (BL), and homeschooling. In your own words, define each modality.
Write your own definitions.
MODALITIES PRESCRIBED
YOUR OWN DEFINITIONS OF EACH MODALITY
IN THE LCP
It is a kind of learning where group of students are inside the

classroom taught the course content allowing the interaction
between the learner and the teacher. It is also defined as the
Face-To-Face (F2F) Learning
traditional way of learning.
One of the best ways in addressing and delivering learning
ideas.
A kind of learning that where the learner is given materials or
Distance Learning (DL) access to different tools that needs to be undertakes self-
directed study at home.
It refers to a combined learning modality that can be used by
the students. Some of the different blended learning are listed
below. Modular distance learning and online distance learning
Blended Learning (BL) ● Modular distance learning and TV-based instructions
● Online distance learning and TV-based instructions
● Online distance learning, TV-based instructions and
modular distance learning
This refers to an alternative learning delivery mode that gives
learners access to formal education while studying at home.
Homeschooling
Parents, guardians and tutors are allowed to assess the
student’s ability instead of classrooms teachers
Luta Sur, Malvar, Batangas

E-Mail Address: lutasur_es@yahoo.com
Telephone Number: (043) 406-3029
District of Malvar
Now, answer this question:

1. Which of the LDMs do not have an F2F learning component? Write down your answer.
 Distance Learning
 Home schooling if it is done thru distance learning
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.
DISTANCE LEARNING MATRIX

Distance Role of Parent or
Distinguishing Essential
Learning Role of Teacher Household Role of School
Feature Resources
Modality Member
Adapted Self-Learning Prepare modules Learning Plans, prepare,
instruction where modules Monitors the facilitators who monitors the
learners use self- Worksheets learner progress provide learners performance of
and sets a feedback pupil
learning modules with instructional
mechanism to help
(SLMs) in print or learners meet the support as needed Collaborates to
Modular Distance digital format MELCs while barangay officials
Learning (MDL) seeing the
connection of one Accepts donations
lesson to the next from stakeholders
to reinforce the
coherence of the
curriculum.
Online Distance Teacher facilitates SLMs for Give assignments Learning facilitator Provide orientation
Learning (ODL) learning and Alternative and learning tasks that supervise and for learners and
engages learners' Delivery Modes monitor the screen parents on
Facilitates learning time of the learners navigating these
active participation (ADM), textbooks,
and engages online platforms
using various primer lessons, learners active
technologies activity sheets, participation using Organize
connected to the teacher-made technologies professional
internet while they videos and development
are geographically supplementary activities to
remote from each materials, and open enhance teachers
understanding of
other educational
and skills in the
resources (OERs). use of LMS
SLMs and primer
lessons converted Determine the
into different appropriateness of
digital forms such certain learning
as interactive management
systems in the
lessons or
delivery of
electronic books instruction
(e-books) and
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DepEd Learning
Resources Portal,
DepEd Commons
and/or different
DepEd recognized
learning
management
systems
Use of television TV – based lessons Enhancement of Serves as a guide Provide the

programs on understanding of during viewing learners, as well as
channels or key concepts and time their
clarifications on
stations dedicated parents/guardians/l
possible areas of
to providing confusion in the earning facilitators
learning content lesson that was the broadcast
TV-Based
to learners as a viewed to shall be schedule of lessons
Instruction
form of distance done during home
(TVBI) visits by subject
education.
area
teacher/learning
facilitator wherever
possible or through
phone calls, SMS,
among others.
Use of radio Radio based- Enhancement of Guidance from provide the
programs on lessons understanding of parents/learning learners, as well as
channels or key concepts and facilitators during their
stations dedicated clarifications on listening time parents/guardians/l
to providing possible areas of earning facilitators
learning content confusion in the the broadcast
to learners as a lesson that was schedule of lessons
Radio-Based form of distance listened to shall be
Instruction (RBI) education. done during home
visits by subject
area
teacher/learning
facilitator wherever
possible or through
phone calls, SMS,
among others.
Blended Distance Any combination SLMs, as well as Provide the Learning facilitator Ensure the quality
Learning of the above DL textbooks/learners’ learners, as well as of education
types. Thus: materials (LMs), their
copies of video Provide
parents/guardians/l
• MDL lessons in a flash supplementary
drive or CD earning facilitators materials to those
and ODL the broadcast who have
• MDL SLMs for schedule of lessons insignificant
and TVBI/RBI Alternative
• ODL and Delivery Modes Plan a LAC
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TVBI/RBI (ADM), textbooks, strategies to

• ODL, primer lessons, enhance the
TVBI/RBI and activity sheets, learning progress
MDL teacher-made
of pupils
videos and
supplementary
materials, and open
educational
resources (OERs).
SLMs and primer
lessons converted
into different
digital forms such
as interactive
lessons or
electronic books
(e-books) and
DepEd Learning
Resources Portal,
DepEd Commons
and/or different
DepEd recognized
learning
management
systems
TV and radio
based-lesson
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.
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.
Be prepared to discuss your ranking at your next LAC Session.
Ranking
(1 to 5, from easiest to Type of DL Why
hardest to implement

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1 MDL Module is already available.

It is combined with other modalities makes it
2 BL
easy to utilized resources.
3 TV BI Many of the learners have television.
Many doesn’t have internet connection and
4 ODL sometimes the connection is really limited or
poor.
5 RBI Radio is obsolete.
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 and share your ideas at your next LAC Session
Learners Group Targeted Intervention
Have a harmonious relationship with the Barangay Officials
Learners without parents or
or BHW assigned in their area.
household member who
Request for the help of some concerned neighbor or relatives.
can guide and support their learning
Make a weekly supervisory plan for them to check the
at home
modules and activity sheets.
Provide reading materials where parents/other family member
will facilitate the reading. Make the reading materials
attractable to the eye of the learner because this will help to
Beginning readers (K to 3)
catch the attention of young learners. The facilitator may
video the reading intervention in order to monitor the child’s
progress.
Provide reading materials from easy to difficult one. Teachers
Struggling readers (Grades 4-12)
can also send instructional videos.
Give printed modules. Modular approach is very applicable.
No access to devices and Internet There should be a harmonious relationship between the
teacher and parent in order to monitor child’s progress.
Inaccessible - live in remote and/or Prepare localized/indigenized materials and ask for the help
unsafe areas of the LGU’s to disseminate such learning materials.
Persons with Disabilities Access to SPED Learning Materials to address their needs.
Others? Specify. N/A
LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT
LDMs
ACTIVITY 1
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Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go through the
document, write down your answers to the following questions.
1. What is Lesson Designing or Lesson Planning?
 Lesson designing or lesson planning is the process of determining what learning
opportunities students in school will have by planning “the content of instruction, selecting
teaching materials, designing the learning activities and grouping methods, and deciding on
the pacing and allocation of instructional time” (Virginia Department of Education, as cited
in DepEd Order No. 42, s. 2016).
2. Why is lesson designing important?
It is important because;
● time is maximized for instruction and learning
● lessons are responsive to learner’s 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 three elements or components of a well-designed lesson?
The three elements or components of a well-designed lesson are:
 a. Aims and objectives
 b. Teaching and learning activities
 c. Assessment to check pupil’s understanding of the topic
Compare your answers to those found in Lesson 2, Activity 1 Answer Key.
ACTIVITY 2

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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.
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 ideas, skills, or processes discussed
activities to establish that students 3. Ask learners to recall key
interest in new lesson will eventually activities and concepts
4. Check learner’s prior internalize discussed
knowledge about the new 2. Help learners understand 4. Reinforce what teacher
lesson and master new has taught
5. Present connection information 5. Assess whether lesson
between old and new 3. Provide learners with has been mastered
lesson and establish feedback 6. Transfer ideas and
purpose for new lesson Check for learners’ concepts to new
6. State lesson objectives as understanding situations
guide for learners
Refer to the list of learning tasks below, and identify which section of the lesson these learning
activities can be presented by placing each task under the appropriate column.
List of Learning Tasks
1. Wrap up activities
2. Review previous lesson
3. Clarify concepts from previous lesson
4. State lesson objectives as guide for learners
5. Provide learners with feedback
6. Present connection between old and new lesson and establish purpose for new lesson
7. Emphasize key information and concepts discussed
8. Assess whether lesson has been mastered
9. Check for learners’ understanding
10. Explain, model, demonstrate, and illustrate the concepts, ideas, skills, or processes
that students will eventually internalize
11. Help learners understand and master new information
12. Ask learners to recall key activities and concepts discussed
13. Reinforce what teacher has taught
14. Transfer ideas and concepts to new situations
15. Present warm-up activities to establish interest in new lesson
16. Check learner’s prior knowledge about the new lesson
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Compare your answers to Lesson 2, Activity 2 Answer Key.
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.
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
Answer: Reflection it is the part of the DLL/DLP that needs to be filled up after the lesson is delivered. The
teacher can make comments about the outcome of the lesson and other things that has been observed during
the instructions of the lesson.
Compare your answer to Lesson 2, Activity 3 Answer Key.
The learning tasks listed in Activity 2 all form part of the Lesson Procedures of the DLL and DLP.
To find out the instructional principles behind these learning tasks, you may refer to the article Principles of
Instruction by Barak Rosenshein (https://www.aft.org/sites/default/files/ periodicals/Rosenshine.pdf).
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
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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

MDL
Grade Level and Learning Area: English IV
Lesson/Topic: Is it Real or Make Believe?
Learning Objectives: 1. Differentiate real from make believe

2.Describe if a sentence, a story or a picture is real or make believe
3. Write sentences that are real and make believe
Learning Resources/Materials Needed: MELC, ADM modules
Additional Remarks:
(ex. can be done via voice calls,
can be facilitated
by a household partner,
Check if
can be done via a learning
already present
Part of Lesson / Learning Tasks activity sheet, can be
in the
presented via an internet
SLM
based resource, can
be facilitated during a
synchronous learning session,
etc.)
Before the Lesson
X
1. Review previous lesson X
2. Clarify concepts from previous lesson

✔ can be facilitated
3. Present warm-up activities to establish interest in new by a household partner
lesson
✔ can be done via a learning
4. Check learner’s prior knowledge about the new lesson activity sheet
✔
5. Present connection between old and new lesson and can be facilitated during a
establish purpose for new lesson synchronous learning session
✔
6. State lesson objectives as guide for learners activity sheet
Lesson Proper
1. Explain, model, demonstrate, and illustrate the
concepts, ideas, skills, or processes that students will ✔ can be done via a learning
eventually internalize activity sheet
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2. Help learners understand and master new information
activity sheet
X
3. Provide learners with feedback
✔
4. Check for learners’ understanding
activity sheet
After the Lesson
1. Wrap up activities activity sheet
2. Emphasize key information and concepts discussed activity sheet
3. Ask learners to recall key activities and concepts activity sheet
discussed
✔
4. Reinforce what teacher has taught can be done via a learning
✔ activity sheet
5. Assess whether lesson has been mastered can be done via a learning
activity sheet
✔
6. Transfer ideas and concepts to new situations can be done via a learning
activity sheet
Answer the following questions.

1. For learning tasks not found in the SLM you examined, what materials or resources can you
create or curate to supplement the SLM?
 If the learning task were not found in SLM, assessment forms such as quizzes activity
sheers can be made in order to sustain learning.
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?
 To the learner, I can give more examples and make the concepts easier by sending them
videos on how it should be understood.
 To the household partner, I can assist them by giving the schedules of activities and other
supplementary materials for them to have more references.
3. How can the teacher gather feedback on the different learning tasks, in order to refine or
modify current and future lessons?
 In order to get feedback on the different learning task, the teacher can make use of
messenger and do group chats. The teacher may also text or call the learner in order to
monitor learner’s development. If the learning task is performance based the learner
can capture himself/herself doing the performance and sent it thru emails or
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messenger. When the task is written the teacher may check the students output and
give feedback every time the modules were retrieve.
Be ready to share your answers for Activity 4 when you meet with your LAC group after completing
this module.
Integrating Content Across Learning Areas/Team Teaching
• You can check the MELCs for topics that may be integrated into other learning areas.
• You can team up to integrate lessons across learning areas. Integration of content across
learning areas maximizes time and helps learners make connections for better
understanding.
• You can use content topics as themes, motivation, springboards, or initial topics for lessons
across subjects. You can also try merging selected learning area performance tasks and
assessments and create separate rubrics for scoring per learning area. This can make it
easier for you to check student work, and saves time for you and the learners.
Can you think of other ways of designing and implementing lessons that can enhance student
learning and maximize teacher preparation time? Don’t forget to check back with your Coach and
share them with your peers.
ACTIVITY 5
Assessment is always a part of designing instruction. Read the DO 8, s2015 on Policy Guidelines on
Classroom Assessment to learn about assessment.
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In the policy, you will find out about the two types of assessment: formative and summative. Take
note of the similarities and differences between the two. Write your answers in a Venn diagram.
Formative assessment
-Assessment for learning
used to make corrections Summative assessment:
Both are formed of
Assessment of learning to measure if the student
in the lesson assessment that assess
met the performance and content standards in
-Can be integrate in all student’s progress.
every end of the lesson.
parts of the lesson It enables the teachers to describe how well the
May students
be written or the competencies in a given
learned
- Can be recorded in performance
quarter.base
order to assess learners
This reflect in class record.
if they fully understand
the lesson
After completing the Venn diagram, look at Lesson 2, Activity 5 Answer Key to see the other
similarities and differences between the two types of assessments.
ACTIVITY 6

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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 Method How to Adapt the Assessment Method in DL
I will send a three-item quiz via text message before the lesson. Based on the
responses, I will take note of the common misconceptions and clarify them to
Example: Short quiz
the learners during our online session or via text message.
Provide the rubrics in the activity sheets. Then, parents will assess the output
Essay through the assistance of the teacher.
Demonstration / The learners will send recorded performance through a given link. The teacher
Practicum / will give feedback to the learners individually through text / messenger.
Performance Task
Teachers can use mechanisms in Learning Management Systems to increase
Quarterly Test academic integrity. He/ she may use a link or use drop box for the submission
of the test in case the students do not have an access online.
Provide supplementary assessment materials to the learners aside from the
module which will be picked up in the designated drop box placed in barangay
Weekly Test /
hall and other accessible places.
Assessment
Students can submit short but weekly papers to assess whether or not the
students are understanding the material for that particular week.
The teacher may provide a question via text or FB messenger for the learners to
Reflection ponder. Provide and discuss the rubrics to be used for the activity.
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?

 Essay
 Demonstration / Practicum / Performance Task
 Quarterly Test
 Weekly Test / Assessment
 Reflection
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2. What are the challenges in doing assessment in DL?

 Time schedule
 Limited resources
 Lack of gadgets
 Ways on how to contact all the students to inform that you are having an assessment
because most of them have no data connections
3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?
 In order to achieve assessment despite of the different challenges we are facing we can
distribute the tasks, ask assistance from the superior, give a feedback form and create a group
chat with parents for open communication in such ways assessment of students’ progress can
still be met.
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.
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.

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Check out the Lesson 2, Activity 7 Answer Key to see how well you did.
Learners are different and have different abilities. For some topics, you can give students some
options or alternatives on how they will be assessed. Just make sure that these would show how much they
have learned.
LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT

LDMs
ACTIVITY 1
Answer the simple check-up quiz below. Read and match the descriptions in column A with the
terms in column B.
COLUMN A COLUMN B
c__1.These are the knowledge, understanding, skills, and attitudes a. learning area
that learners need to demonstrate
b. mode of
d_2. These are the formative learning opportunities given to delivery
learners to engage them in the subject matter and to enhance their
understanding of the content.
c. learning
_a__3.This refers to the prescribed subject that learners take. competencies
_b__4.This refers to the method of submission of learning outputs d. learning task
preferred by the learner/parent based on their context.
The check-up activity introduced you to the key components of a Weekly Home Learning Plan
(WHLP), namely, the learning area, learning tasks, learning competencies, and the mode of delivery. The
WHLP serves as a guide for your learners on what they need to accomplish each week when they do
independent study at home (DepEd, 2020). It outlines the learning tasks that learners need to do, using the
SLM, in order for them to attain the most essential learning competencies (MELCs).
The learning tasks may be as detailed like those in the SLMs as shown in the Sample Weekly Home
Learning Plan for Blended Distance Learning or may just refer learners to the lesson number and/or activity
number in the SLM as shown in the Sample Weekly Home Learning Plan for Modular Distance Learning
and for Online Distance Learning.
The WHLP also trains learners to take responsibility for their own learning as they follow the
prescribed schedule in the plan. Remember also that part of guiding learners is to give enhancement or
remediation activities when needed and when possible.

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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
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.
WEEKLY HOME LEARNING PLAN

GRADE IV
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Day Learning
Learning Mode of
and Area
Competen Learning Tasks
cy Delivery
Time
7:00– Wake up, eat breakfast and get ready for the scheduled lessons.
8:00
8:00- Doing other activities before the start of the lesson. (exercising, taking a bath, changing
9:00 clothes)
Mon MELC *Introducing the lesson to the learner. Parents/guardia
n will hand-in
day Mathema 1 *Present the learning competencies needed to the output,
9:00- tics Visuali be learned. answer sheets,
worksheets and
11:00 zes *Answering of Learning Task No. 1: Based on notebook of the
numbe the picture model below, answer the given pupil to the
teacher in
rs up to questions. Write your answer in your pad paper. school based on
100 the date and
time scheduled.
000 *As the parent
with enter the school
strict
empha implementation
sis on of the minimum
health protocols
numbe will be followed
rs 10 as prescribed
by the DOH and
001 – IATF.
100 *Visualizing numbers using number discs as Teacher can
000. shown in communicate to
his/her pupils
page 6 and do oral
MELC *Visualizing numbers using blocks and grids as questioning and
2 assessment to
shown in the pupil.
Gives page 7
the *Answering of Learning Task 2: Use number
place discs to show the following numbers. Write your
value answer in your pad paper.
and
value
of a
digit in
numbe
rs
up to
100
000.
*Answering of Learning Task 3: Draw a
number discs on your notebook to show or represent
MELC
the following nembers.
3
Reads
and
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writes
numbe
rs up to
hundre
d
thousa *Answering of Learning Task 4: Answer the
nd in given questions. Write your answer in your pad
symbol paper.
s and
in
words.
*Answering of Learning Task 5: Complete the

table. Give the place value and value of 4 in each of
the numerals below. Write your answer in your pad
paper.
*Answering of Learning Task 6: Write the

expanded form of the following numbers in your
notebook.

following numbers in figures or in symbols. Write
your answer in your pad paper.

following numbers in words in your notebook.
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*Things to remember
To visualize and represents number up to 100 000,
we have to separate or group by ten thousands, one
thousands, hundreds, tens and ones of a number. One
way to represent the number is using discs and blocks.
The value of a digit is determined by the place value
it occupies. In reading a number always begin with the
digits in the first period on the left and say the period
where the digits are.
*Answering of Learning Task 9: Write the letter

of the correct answer on your notebook.

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Prepared by: Approved by:
DEBBIE ANNE S. LICARTE ROSALINDA R. LALOMA

Teacher’s Name Grade Leader
Noted:
CYMBELINE O. MAGLINAO
:
Head Teacher III
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 to see how the ILMP differs from the
WHLP.
Weekly Home Learning Plan Individual Learning

(WHLP) Monitoring Plan (ILMP)
A tool to guide learners and
A tool for monitoring learners
learning facilitators of household
who lag behind based on the
Purpose partners in tracking the subject
result of their formative and
areas to be tackled and activities
summative assessment
to perform at home
Learners and learning facilitator Teachers and learning facilitator
For Whom?
or household partner or household partner
Learning areas, learning Learner’s need, intervention
Components competencies, learning task, strategies, monitoring date,
mode of delivery learners status
Has to be communicated to
Yes Yes
parents?
Check the Lesson 3, Activity 3 Answer Key to find out how well you did.

District of Malvar
Remember also that in monitoring the progress of your learners, it is important to get in touch with
the household partner who provides assistance as needed while the learner is doing the learning tasks at
home.
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.
INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE
Learner’s Name: Juan Dela Cruz

Grade Level: Grade 4
Intervention Learner’s Status

Learner’s Monitoring
Learning Area Strategies Insignificant Significant
Needs Date Mastery
Provided Progress Progress
The learner The teacher October 9, √
needs may provide 2020
further more
explanation examples of
English and more dialogues
examples on which use
the different modals.
uses of
modal verbs. Explanation
of these
sentences
are also
provided.
Learner is not making significant progress in a timely manner. Intervention strategies
need to be revised. ☐
INTERVENTIO
N STATUS Learner is making significant progress. Continue with the learning plan☐√
Learner has reached mastery of the competencies in learning plan. ☐

District of Malvar
Share the ILMP that you made for that specific learner during your next LAC Session.
Before leaving this Module, take note of the following key messages:
• There are no perfect lessons, but with careful planning, reflection, and continuous adaptation before,
during, and after lesson delivery, you will be able to design lessons with your best efforts, and maximize
learning in this new context.
• It is important for teachers to keep track of how the students are doing, get feedback from the
learners (learners’ self-assessment), and from the learning facilitators or household partners, in order to
continuously improve lessons and provide support for learners as they learn.
• One way of getting feedback from learners is by communicating regularly with them and their
families. As teachers, you need to make your presence felt, and send the message to the learners that they are
not alone in this situation. This will greatly help them stay motivated.
• As teachers, you are part of a larger community of learners, and would need support from your
Coaches, School Heads, and fellow teachers as you adapt to the new normal.
Now, coordinate with your LAC Leader regarding your LAC Session schedule for this module. Be
sure that you have your Module 3A outputs, and LAC Session 3A Guide ready when you participate in the
LAC Session for this Module.


LDM2 Module 3A Activies

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Republic of the Philippines

MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT

It is a kind of learning where group of students are inside the

Luta Sur, Malvar, Batangas

Now, answer this question:

DISTANCE LEARNING MATRIX

Use of television TV – based lessons Enhancement of Serves as a guide Provide the

TVBI/RBI (ADM), textbooks, strategies to

Consider the situation in your School/Division—your organizational capabilities, your level of

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

Luta Sur, Malvar, Batangas

1 MDL Module is already available.

Luta Sur, Malvar, Batangas

BEFORE THE LESSON LESSON PROPER AFTER THE LESSON

Compare your answers to Lesson 2, Activity 2 Answer Key.

Components of the DLL/DLP

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

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

Lesson/Topic: Is it Real or Make Believe?

Learning Objectives: 1. Differentiate real from make believe

2. Clarify concepts from previous lesson

✔ can be done via a learning

Answer the following questions.

Luta Sur, Malvar, Batangas

Assessment Method How to Adapt the Assessment Method in DL

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

2. What are the challenges in doing assessment in DL?

Questions True False

Luta Sur, Malvar, Batangas

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT

Luta Sur, Malvar, Batangas

Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-00162 which

Share your prepared WHLP during your LAC Session.

WEEKLY HOME LEARNING PLAN

*Answering of Learning Task 5: Complete the

*Answering of Learning Task 6: Write the

*Answering of Learning Task 7: Write the

*Answering of Learning Task 8: Write the

*Answering of Learning Task 9: Write the letter

Luta Sur, Malvar, Batangas

Prepared by: Approved by:

DEBBIE ANNE S. LICARTE ROSALINDA R. LALOMA

Weekly Home Learning Plan Individual Learning

Luta Sur, Malvar, Batangas

INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE

Learner’s Name: Juan Dela Cruz

Intervention Learner’s Status

Luta Sur, Malvar, Batangas

Luta Sur, Malvar, Batangas

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